The Transition from Secondary School The Transition from Secondary School to Vocational Education and Training:to Vocational Education and Training:

The Voices of First Diploma Health and Social The Voices of First Diploma Health and Social Care Students at MCAST.Care Students at MCAST.

Dr. Damian Spiteri, PhDDr. Damian Spiteri, PhDMs. Katya De Giovanni, Ms. Katya De Giovanni,

MSc, C. Psychol.MSc, C. Psychol.

ContextContext

MCAST has 103 fulltime courses for this MCAST has 103 fulltime courses for this academic year (2009/2010)academic year (2009/2010)The Institute of Community ServicesThe Institute of Community ServicesStudents following Health and Social Care Students following Health and Social Care Options during the past year:Options during the past year:

Higher National Diploma in Health/Social Care 16 applicantsHigher National Diploma in Health/Social Care 16 applicants

National Diploma Health and Social CareNational Diploma Health and Social Care 36 36 First Diploma in Health and Social CareFirst Diploma in Health and Social Care 9797Foundation Certificate in CareFoundation Certificate in Care 9696

The rationale behind the The rationale behind the setting up of MCASTsetting up of MCAST

To bring different VET Institutes and To bring different VET Institutes and Training Centres into one umbrella Training Centres into one umbrella

institution so as to give a more institution so as to give a more professional image to VET, to incorporate professional image to VET, to incorporate a more specialized training provision and a more specialized training provision and to promote coherence and consistency in to promote coherence and consistency in the training provision offered across the the training provision offered across the

different VET disciplines.different VET disciplines.

Methodology Methodology

Grounded TheoryGrounded TheoryQualitative Interviewing of 40 people in Qualitative Interviewing of 40 people in two focus groupstwo focus groupsParticipants were in two classes reading Participants were in two classes reading for their First Diploma in Health and Social for their First Diploma in Health and Social Care during a free lessonCare during a free lessonMembers of focus group mainly females of Members of focus group mainly females of school leaving age, one male of the same school leaving age, one male of the same age and two female mature studentsage and two female mature students

MethodologyMethodology

Participants were asked to brainstorm Participants were asked to brainstorm ideas about ideas about

1.1. How they perceived their transition How they perceived their transition from secondary school to MCAST.from secondary school to MCAST.

2.2. Whether their ideas of VET they had Whether their ideas of VET they had prior to entry at MCAST were the same as prior to entry at MCAST were the same as they had at present.they had at present.

Questions Asked: Some ExamplesQuestions Asked: Some Examples

Experience in previous schoolsExperience in previous schools

Initial motivators to take up VETInitial motivators to take up VET

Guidance and counselling experience at Guidance and counselling experience at Secondary SchoolSecondary School

Previous work experiencePrevious work experience

Satisfaction with regard to chosen courseSatisfaction with regard to chosen course

ResultsResults and Analysis and Analysis

Subcategory ISubcategory I

A Career in Care or OtherwiseA Career in Care or Otherwise

Why did the participants choose Health Why did the participants choose Health and Social Care as a career path?and Social Care as a career path?

ResultsResults and Analysis and Analysis

Subcategory IISubcategory II

Why choose MCAST?Why choose MCAST?

The different influences that enabled or The different influences that enabled or impeded the transition to MCASTimpeded the transition to MCAST

ResultsResults and Analysis: Conclusion and Analysis: Conclusion

Core CategoryCore Category

Influencing NavigationsInfluencing Navigations

The influences of the participants’ agency The influences of the participants’ agency upon the evolution of their own career upon the evolution of their own career aspirations and how much this can be aspirations and how much this can be

employed to recommend health and social employed to recommend health and social care studies to otherscare studies to others