Being aware of the diverse backgrounds of our students is useful for knowing/understanding
what some of their learning experiences are.
Transitioning into VE or HE from secondary school means that students may need your assistance
to make a number of adjustments to their attitudes and behaviours. You can help students adapt
and feel that they belong in their new educational environment. The following information highlights
some of the important differences between secondary school, VE and HE.
The following tabs highlight some of the important differences between secondary school, VE and HE.
| Secondary school |
Vocational education |
Higher education |
Learning culture:
- highly structured
- study is planned and managed
- attendance is compulsory
- consequences for non-compliance
|
Learning culture:
- greater emphasis on independent learning
- less personalised contact
- students are responsible for managing their attendance and study
- emphasis on workplace practices
|
Learning culture:
- independent learning expected
- only lecture and tutorial times only are scheduled.
- students are responsible for managing their attendance and study.
- professional practice and employability are foregrounded.
|
Engagement:
- strong feeling of belonging to class, peers and teachers.
|
Engagement:
- students may need help to establish their own sense of belonging to discipline, peers and institution.
|
Engagement:
- students may need help to establish their own sense of belonging to discipline, peers and institution.
|
Delivery:
- teachers direct and manage student learning
- student independence is limited
|
Delivery:
- more open learning environment
- range of class formats (e.g. classroom, workshop, lab, studio, etc.)
- greater use of online Learning Management Systems.
|
Delivery:
- open learning environment
- range of class formats (e.g. lecture, tutorial, studio, lab, etc.)
- greater use of online Learning Management Systems.
|
Academic integrity:
- referencing often not required.
|
Academic integrity:
|
Academic integrity:
|
Assessment:
- guided preparation for assignments and exams
- personalised, holistic, developmental feedback.
|
Assessment:
- greater variety of assignment types
- feedback focusses on task performance.
|
Assessment:
- wide variety of assignment types
- feedback aims to build student’s future learning capacity.
|
