Transition in action : a case study of a transition education programme in a secondary school

Abstract

This thesis explores a transition education programme in action. In order to provide a rich and detailed context for this study, this thesis begins with a discussion of the development of transition education in New Zealand from its inception in the 1970s to the present day. This discussion includes references to relevant policies, programmes and scholarship, as well as the social, economic and political influences that have impacted on the development of transition education. In order to achieve 'wholeness', this study employs a case study approach. The strength and appropriateness of this approach lies in its ability to provide a rich and interesting presentation of a specific situation. For the purpose of data organisation and analysis, this study employs the methodology of 'grounded theory'. Grounded theory fits well with the case study approach in that both are characterised by 'openness' and allow for the interaction of multiple perspectives as well as the interaction of these perspectives with the surrounding social context. To 'set the scene', the presentation of the findings begins with a description of the school in which the study was carried out (Eastside College), the school's transition initiatives and the particular programme under study (Work and Polytechnic Programme). This thesis, then, continues with the presentation and discussion of the findings and themes that emerged from the interviews with each participant group. An 'integrated discussion' follows which draws together the findings and themes from each participant group to make a final and refined evaluation of the Work and Polytechnic Programme. This evaluation is presented in terms of the main strengths and weaknesses of the programme. In the first case, the programme facilitated continuity and social cohesion in the students' transition from school to work or education and training. The work component of the programme also emerged as particularly vital and valuable to the students. Indeed, in many cases, employers and the workplace emerged as the most positive influences on the students' learning. In the second case, the data revealed a lack of adequate and appropriate resources (in terms of funding, curriculum and staff) and the presence of a degree of prejudice against the Work and Polytechnic Programme and its students. In practical terms, such prejudice materialised as acts of 'symbolic violence' against the students of the Work and Polytechnic Programme and the programme itself. In conclusion, this thesis presents a number of (tentative) recommendations for improving the effectiveness of the Work and Polytechnic Programme in meeting the needs of its students. Drawing from the dominant themes to emerge from the study, six primary recommendations are made. While the programme was generally regarded as a good experience by the students, suggested improvements include: 1) the allocation of specific teachers to the school-based components to facilitate continuity and ensure teacher commitment, 2) the development of a more 'educational' curriculum which focuses on education about work, 3) monitoring of the work component through a coordinator, 4) the development of structured formal learning in the workplace (linked with recognised accreditation options) supported by a workplace 'mentor', 5) the creation of a direct connection between the work and tertiary components of the programme, and 6) the abolition of the tertiary component in favour of a more structured and 'educational' work component.