This symposium focuses on the complexities of the transition between higher education (HE), vocational education and training (VET), and the world of work. We will consider aspects that facilitate successful transitions to the world of work such as diversity of programmes and permeability, and will discuss the diverse pathways young people utilise to progress to HE and/or to work. The symposium highlights a number of ways young people progress to both, HE and the world of work (e.g. from general education to VET; from VET to HE; from HE to VET and, in all cases, to the world of work).

This symposium focuses on young people when preparing for or making transitions into HE, VET and the workplace in three European countries, Germany, England and Austria. Transitions, however, are not linear (Fettes et al., 2020), hence we consider transition as vertical and horizontal transition. A vertical transition moves a young person closer to their ‘ultimate’ goal, HE or the world of work. Under a horizontal transition we understand when a young person moves ‘sideways’ and adds an additional step before making progress towards their ‘ultimate’ goal. In reality, transitions are complex, non-linear, and often are a combination of vertical and horizontal.

How are issues of transition considered by policy makers when implementing and expanding study programmes which connect HE and VET? How prepared are HEIs for preparing young people for the world of work? How do young people navigate this transition? Who and what facilitates their progression in the different pathways?

Equipping HE students with both practical skills and theoretical knowledge, to prepare them for the world of work have become central to HEIs (e.g Mason et al 2020; Bridgstock and Tippett, 2019). Consequently, HE has been increasingly moving towards preparing young people for the world of work through developing work-related degree models where  general (academic) and vocational learning are intertwined.

The first paper is based on document analysis and a qualitative interview study focusing on education policy at macro-level concerning hybrid study programmes in Germany, England and Austria.  Taking the empirical data into account current policy perspectives on these programmes against the background of their national historical origins are analysed. Aspects of diversity, permeability and transition resulting from these programmes within the three education systems are discussed.

The second paper employs case study approach to explore emerging patterns characterising models of practically-based HE in England, particularly considering how universities develop their strategies to enhance the relevance of academic studies to the world of work. The paper identifies some common characteristics of innovation and diversity of practically-based HE, and some implications for graduate employability and successful transitions.

The third paper explores Degree Apprenticeships (DAs) in England, which were introduced in 2015 to bridge the gap between higher vocational learning and HE. The paper explores the different ways DAs can diverse the learners who are entering HE and the workplace. It is argued that DAs offer the opportunity to prepare learners for a smoother and faster transition into the world of work, through equipping them with the technical and, notably, the transferable skills required by employers to be successful in the workplace.  

The fourth paper investigates typical transition points between VET and HE in the German context, including the ways VET qualifications are used to gain access to HE-level courses, and opportunities for HE students who are not able to finish their course to enter VET programmes. The paper will draw on quantitative data compiled by the integrated training and education statistics, the national educational panel study, as well as studies focussed on the labour market outcomes of different educational pathways.

Bridgstock, R. and Tippett, N. (Eds) (2019) Higher Education and the Future of Graduate Employability: A Connectedness Learning Approach. DOI:https://doi.org/10.4337/9781788972611 Mason, G. (2020) Higher education, initial vocational education and training and continuing education and training: where should the balance lie?, Journal of Education and Work, 33:7-8, 468-490, DOI: 10.1080/13639080.2020.1755428