Barriers and solutions to HE progression for Early Years’ practitioners

2.50
Hdl Handle:
http://hdl.handle.net/2436/620233
Title:
Barriers and solutions to HE progression for Early Years’ practitioners
Authors:
Kendall, Alexandra; Carey, Danielle; Cramp, Andy; Perkins, Helen ( 0000-0001-7344-8867 )
Abstract:
Shifts in UK social and economic policy have focused on education and care in the Early Years as key to improving social inclusion, skills acquisition and longer term social and economic prosperity. The implications for practitioners in the sector have been significant as roles, functions and foci have been renegotiated through the processes of professionalising the workforce. Drawing on the outcomes of a qualitative study of the career trajectories and aspirations of Early Years educators working in the private, voluntary and independent sector, this paper explores the processes of professionalisation as they collide with the lived experiences of practitioners at the chalk face. The project, funded by the Lifelong Learning Network, aimed to achieve understanding of the influence on career development decision making, particularly in relation to progression to higher education. Our findings suggest that many practitioners fall into the category of ‘non-traditional learners’ and that socio-cultural issues may be key factors in determining decision-making about career development. By bearing witness to the lived experience of practitioners we argue that the processes of workforce development must place greater emphasis on the contestable nature of professionalism and the plurality of professional identity and that Universities are key to achieving this.
Citation:
Barriers and solutions to HE progression for Early Years’ practitioners 2012, 64 (4):543 Journal of Vocational Education & Training
Publisher:
Routeledge
Journal:
Journal of Vocational Education & Training, volume 64 issue 4 on pages 543 to 560
Issue Date:
Dec-2012
URI:
http://hdl.handle.net/2436/620233
DOI:
10.1080/13636820.2012.727858
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/13636820.2012.727858
Type:
Article
Language:
en
ISSN:
1363-6820; 1747-5090
Sponsors:
Life Long learning Network
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorKendall, Alexandraen
dc.contributor.authorCarey, Danielleen
dc.contributor.authorCramp, Andyen
dc.contributor.authorPerkins, Helenen
dc.date.accessioned2016-10-24T11:15:25Z-
dc.date.available2016-10-24T11:15:25Z-
dc.date.issued2012-12-
dc.identifier.citationBarriers and solutions to HE progression for Early Years’ practitioners 2012, 64 (4):543 Journal of Vocational Education & Trainingen
dc.identifier.issn1363-6820-
dc.identifier.issn1747-5090-
dc.identifier.doi10.1080/13636820.2012.727858-
dc.identifier.urihttp://hdl.handle.net/2436/620233-
dc.description.abstractShifts in UK social and economic policy have focused on education and care in the Early Years as key to improving social inclusion, skills acquisition and longer term social and economic prosperity. The implications for practitioners in the sector have been significant as roles, functions and foci have been renegotiated through the processes of professionalising the workforce. Drawing on the outcomes of a qualitative study of the career trajectories and aspirations of Early Years educators working in the private, voluntary and independent sector, this paper explores the processes of professionalisation as they collide with the lived experiences of practitioners at the chalk face. The project, funded by the Lifelong Learning Network, aimed to achieve understanding of the influence on career development decision making, particularly in relation to progression to higher education. Our findings suggest that many practitioners fall into the category of ‘non-traditional learners’ and that socio-cultural issues may be key factors in determining decision-making about career development. By bearing witness to the lived experience of practitioners we argue that the processes of workforce development must place greater emphasis on the contestable nature of professionalism and the plurality of professional identity and that Universities are key to achieving this.en
dc.description.sponsorshipLife Long learning Networken
dc.language.isoenen
dc.publisherRouteledgeen
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/13636820.2012.727858en
dc.rightsArchived with thanks to Journal of Vocational Education & Trainingen
dc.subjectvocational educationen
dc.subjectProfessionalisationen
dc.subjectfoundation degreesen
dc.subjectprofessional identityen
dc.subjectEarly Years practitionersen
dc.titleBarriers and solutions to HE progression for Early Years’ practitionersen
dc.typeArticleen
dc.identifier.journalJournal of Vocational Education & Training, volume 64 issue 4 on pages 543 to 560en
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