Understanding aspirations: why do secondary TVET students aim so high in Chile?

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Vocational Education and Training Pub Date : 2021-08-31 DOI:10.1080/13636820.2021.1973543

Alice Aldinucci, Oscar Valiente, S. Hurrell, Adrián Zancajo

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引用次数: 7

Abstract

ABSTRACT The interest in educational and professional aspirations of students transiting to post-secondary education has gained prominence in academic debates and policy agendas internationally. Political interventions for raising aspirations quite often draw on narrow instrumental and rationalistic assumptions of individual decision-making that, as we will argue, do not capture adequately the meanings students attribute to these aspirations. By means of in-depth interviews and combining a critical realist approach to social action with capabilities approach, the paper explores the educational and professional aspirations of students at the end of secondary TVET in Chile. We consider that high educational aspirations of secondary TVET students in Chile need to be understood as a reflexive response to significantly high social inequalities in the country, the precarity of working conditions in a highly liberalised labour market, and the enduring neoliberal tenet of meritocracy. We also argue that understanding aspirations is key to reimagine TVET’s roles and purposes at individual, institutional and national levels, towards fairer opportunities for human development.

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理解抱负:为什么智利的中等职业技术教育专业学生的目标如此之高?

在国际学术辩论和政策议程中，对过渡到高等教育的学生的教育和职业抱负的兴趣已经得到了突出。提高抱负的政治干预往往利用个人决策的狭隘工具和理性主义假设，正如我们将论证的那样，这些假设并没有充分捕捉到学生赋予这些抱负的意义。通过深入访谈，并结合社会行动的批判现实主义方法与能力方法，本文探讨了智利中等职业教育培训结束时学生的教育和职业抱负。我们认为，智利中等职业技术教育专业学生的高教育愿望需要被理解为对该国严重的社会不平等、高度自由化的劳动力市场中不稳定的工作条件以及持久的新自由主义精英原则的反射性反应。我们还认为，理解愿望是重新构想职业技术培训在个人、机构和国家层面的作用和目的的关键，从而为人类发展提供更公平的机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Vocational Education and Training EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

15.80%

发文量

期刊介绍： The Journal of Vocational Education and Training is a peer-reviewed international journal which welcomes submissions involving a critical discussion of policy and practice, as well as contributions to conceptual and theoretical developments in the field. It includes articles based on empirical research and analysis (quantitative, qualitative and mixed method) and welcomes papers from a wide range of disciplinary and inter-disciplinary perspectives. The journal embraces the broad range of settings and ways in which vocational and professional learning takes place and, hence, is not restricted by institutional boundaries or structures in relation to national systems of education and training. It is interested in the study of curriculum, pedagogy, and assessment, as well as economic, cultural and political aspects related to the role of vocational and professional education and training in society. When submitting papers for consideration, the journal encourages authors to consider and engage with debates concerning issues relevant to the focus of their work that have been previously published in the journal. The journal hosts a biennial international conference to provide a forum for researchers to debate and gain feedback on their work, and to encourage comparative analysis and international collaboration. From the first issue of Volume 48, 1996, the journal changed its title from The Vocational Aspect of Education to Journal of Vocational Education and Training.