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This paper investigates degree classification outcomes for students with [Scottish Qualifications Authority] SQA higher qualifications at an elite Scottish university. Students are characterised according to a new indicator based on their secondary school's academic performance relative to the national (Scottish) average. The results show that our school context indicator provides valuable information for interpreting school qualifications with respect to a student's potential to benefit from their university studies. If school context is ignored, raw school grades alone may be an incomplete measure of academic ability and the probability of success at university.

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The Carl D. Perkins Vocational and Applied Technology Education Amendments of 1998 extended support for 'career guidance and academic counseling'. A wide variety of such interventions are in existence. Since the No Child Left Behind Act of 2001 emphasizes evidence-based education, it is important to examine the research to determine the value of these programs. This synthesis of the research literature, covering meta-analyses and individual studies on comprehensive guidance programs, career courses, counseling interventions and computer-assisted career guidance, finds many benefits to students of career guidance and academic counseling interventions. On a variety of career-related and academic measures, student subjects did have increased outcomes. However, there are also limitations to the interventions and to the research methods studying them. Many of the interventions are short-term, low-dosage activities, with lasting benefits unclear. In addition, much of the research relies on self-reported responses to psychological inventories. Based on the findings of the research review, recommendations are to focus practice and research on middle-school students, and target resources towards ensuring that all middle- and high-school students have regular conferences with counselors to discuss their current and future academic programs. Finally, research should focus on exploring the relationships between guidance interventions and positive student behaviors, rather than attitudes.

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This paper has two foci. First, we will conceptualise the vocational/career choice process as a learning process. We argue that - when it comes to choosing a career for the first time at the end of compulsory school - the career choice process is often only seen as a one-time decision. It is only marginally seen as a learning opportunity that will have an impact far in the future. The career choice process confronts students with many expected but also non-expected and unforeseen challenges. These are all learning opportunities that can change the perspective of the world. But this will only succeed if the challenges are taken as learning opportunities and if they are not simply pushed aside as disturbances in a process that seeks a quick fit and solution. A lot of research points at the positive effects to build a self-determined career. The pre-VET, pre-apprenticeship career choice process could offer the chance to engage students early in adapting a life-long perspective on their career planning. Suppose we succeed in involving them in a transformative learning process, in which they learn to deal with expected and unexpected challenges through the reflection of the present situation in light of future development. In that case, we can support them in their self-determined career planning.

Second, we will use the case study based on Swiss [vocational education and training] VET to illustrate our position. We present a situation where different systems and actors work together rather smoothly to get students very efficiently in education and training after compulsory school. It is partly - to put it bluntly - a semi-automatic process where school grades, broad interests-categories, social expectations and control mechanisms assign students to specific further education and learning programmes in VET or general education. We ask: Where does learning take place? Where do students transform their perception of the world of work? Therefore, we ask to reframe the career choice process to make it a learning experience for life to get students into VET and prepare them for a VET career.

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This article reports on a study undertaken to examine the effect of participation in a tech prep program on the problem solving self-appraisal and selected aspects of critical thinking skills of secondary students. It begins by outlining the theoretical base for this study, before discussing the study methodology. Three hypotheses were formulated to test the differences among student performance in three types of English courses. The hypotheses were: (1) that there is no statistically significant difference in the mean total scores from the Problem Solving Inventory (PSI) and the Watson-Glaser Critical Thinking Appraisal (WGCTA) by type of English course assignment; (2) that there is no statistically significant difference in the mean total scores from the PSI and WGCTA by time of administration of the test instruments; and (3) that the correlation between students' scores from the PSI and from the WGCTA would not be statistically different from zero. Data from the study is presented and the implications from the data are discussed. Show less

Since its introduction in 1996, VET in Schools has developed from a marginal activity to an established part of mainstream school education across Australia. In 2002, there was an emphasis on improving the quality of VET in Schools programs. In April-May 2003, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Taskforce on Transition from School collected from all States and Territories data on student participation in relation to VET in Schools in the following areas: number of students enrolled in VET in Schools programs; number of schools delivering VET in Schools programs; industry coverage by Australian National Training Authority (ANTA) industry group; annual student contact hours; number of students undertaking workplace learning; total hours of workplace learning undertaken; and number of students commencing a training agreement as a school-based New Apprentice. The data reflect the different policy emphases and approaches for VET in Schools arrangements across jurisdictions. It is noted that there has been continued substantial growth in VET in Schools (and school-based New Apprenticeships) since 1998 when national statistics were first reported by MCEETYA. Show less

This paper provides the findings of an evaluation of a pilot program initiated by the Department of Education and Training, Western Australia (DETWA), through WestOne Services, the School of Isolated and Distance Education (SIDE), Central West TAFE (CWC), the Mid West District Education Office (MWDEO) and three district high schools located in rural and remote areas of Western Australia. The research reports on the identification and development of models of best practice in these local communities in collaboration with their district high schools to achieve the provision of a range of flexible teaching and learning resources, for delivering vocational education and training (VET). The pilot program identified five clear philosophical aims: the development of creative and capable people; supportive technological infrastructure; world-class online content development application and services; enabling policies; and problem-solving regulation. The most important outcomes from the project include the collaborative relationships that developed between the TAFE, schools, district office and the communities supporting the initiative. As well, the status of VET is clouded by perceptions that these pathways are designed for the less capable student. This wrong perception must be addressed through awareness raising activities such as regular community, school and TAFE meetings and information sharing activities. Show less

Objective: This study explored how high school and postsecondary academic parameters may relate to the choice of science, technology, engineering, and mathematics (STEM) major for students beginning their postsecondary education at community colleges. Our study incorporated these two clusters of factors into a statistical model to examine STEM major choice in community colleges. In particular, our study was one of the first to examine the direction and magnitude of the relationship between earned college credits in science laboratories and advanced mathematics and STEM college major selection. Method: We analyzed national data from the Education Longitudinal Study (2002) for students who were in 10th grade in 2002, entered community college as their first postsecondary institution, and declared a college major by 2006. A comprehensive integrated model was analyzed through binary logistic regression with the outcome variable of choice of STEM major or not. Results: We found math self-efficacy in high school, postsecondary introductory science laboratory courses, and postsecondary advanced mathematics courses were each positively associated with the choice of STEM major among community college students. Gender continues to be influential, with women less likely to pursue STEM than men. Contributions: Our study highlights the opportunities the science laboratory holds for engaging beginning community college students interested in STEM fields. The linchpin role of mathematics and science for students aspiring to study STEM is underscored by the findings of this study.

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While young people are leaving education more qualified than ever before, in many countries they are struggling to compete for jobs in the labour market. Compared to older workers, young people tend to have less work experience, fewer useful contacts and less know-how about how to get a job. Young people face additional challenges in preparing for online recruitment processes. There are however, things that secondary schools can do to help students get a job and ongoing analysis of national longitudinal surveys in four countries reveal associations with better employment outcomes. This paper looks at how school can: (1) demystify the recruitment process; (2) teach students how to apply for jobs; and (3) help them prepare to succeed in job interviews.

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Following the society-shifting developments of the last few years, this report provides an up-to-date high-level analysis of the jobs, careers and industries Australian [generation] Gen Zs want to work in as well as their career planning challenges and successes. We surveyed 3030 young people aged 15 to 24 about their school-to-work transition to help identify the key trends and issues going forward to better prepare young people, parents, educators, businesses and governments for this crucial part of young people's lives.

The report covers: which careers and industries Gen Zs most and least want to work in; their top considerations when choosing their career; the mental health issues caused by career uncertainty; what barriers and challenges they face pursuing their careers; the career preparation techniques they use to get into their desired career; and how to improve young people's outlook on life through career planning.

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The funding of educational institutions and the proportion of that funding which should come from private and public sources are the subject of much controversy. This paper seeks to inform that debate through the presentation of a range of information on government funding mechanisms, unit costs, and levels of public subsidy for senior secondary school (Years 11 and 12); vocational education and training (VET); and higher education. Show less