Intention, opportunity, choice: the transition from school to higher education
OUTPUT TYPE: Conference or seminar papers
PUBLICATION YEAR: 2003
TITLE AUTHOR(S): M.Cosser
KEYWORDS: EDUCATION, FURTHER EDUCATION & TRAINING (FET) COLLEGES, HIGHER EDUCATION
DEPARTMENT: Equitable Education and Economies (IED)
Intranet: HSRC Library: shelf number 2593
HANDLE: 20.500.11910/9230
URI: http://hdl.handle.net/20.500.11910/9230
PUBLICATION YEAR: 2003
TITLE AUTHOR(S): M.Cosser
KEYWORDS: EDUCATION, FURTHER EDUCATION & TRAINING (FET) COLLEGES, HIGHER EDUCATION
DEPARTMENT: Equitable Education and Economies (IED)
Intranet: HSRC Library: shelf number 2593
HANDLE: 20.500.11910/9230
URI: http://hdl.handle.net/20.500.11910/9230
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This paper considers some of the key policy implications of two phases of a study of the school-to-higher education (HE) transition conducted. The study investigated, in phase 1, the factors affecting Grade 12 learners' intentions to enter or not to enter HE within three years of the survey date (August 2001), their choice of institution and their choice of field of study. In phase 2, the study investigated the factors affecting learners' actual enrolment in HE - the institutions in which they enrolled and the fields of study for which they registered. It also sought to ascertain the numbers of learners who had not entered HE, either pursuing other study options (at school or in further education and training (FET) institutions) or entering the labour market; in the process, the phase 2 study sought to understand the factors that had affected these decisions and/or learning/career trajectories.-
Related Research Outputs:
- Socio-economic profile of further education & training colleges
- Educational research in the African development context: rediscovery, reconstruction and prospects
- Mathematics literacy of final year students: South African realities
- Human resources development review 2003: education, employment and skills in South Africa
- Monitoring and evaluation of DANIDA support to education and skills development (SESD) programme: second formative impact assessment, May
- For the purposes of assessing impact seven key variables or dimensions were identified in which improvements at the college level are likely to result in better education or better employability of learners
- Monitoring and evaluation of DANIDA support to education and skills development (SESD) programme: second formative impact assessment: FET colleges
- 'Learning' through networks in South Africa
- Skills development for poverty reduction: can FET colleges deliver?
- The 'nuts and bolts' of prior learning assessment in the Faculty of Education of the University of Pretoria, South Africa
- Intermediate-level public sector skills provision and FET colleges: expanding the agenda and widening impact
- Making connections: self-study & social action
- Introduction
- Race and opportunity in the transition from school to higher education in South Africa
- Policy determinants of school outcomes under model uncertainty: evidence from South Africa
- Race, education and emancipation: A five-year longitudinal, qualitative study of agency and impasses to success amongst higher education students in a sample of South African universities: year 4
- Studying while black: agency and impasses to success amongst higher education students in South Africa
- Education and democracy in South Africa
- Globalisation, enterprise and knowledge: education, training and development in Africa
- Discursive shifts and structural continuities in South African vocational education and training: 1981-1999