The Transition from Secondary School to Vocational Education and Training: The Voices of First Diploma Health and Social Care Students at MCAST. Dr. Damian Spiteri, PhD Ms. Katya De Giovanni, MSc, C. Psychol.

Context MCAST has 103 fulltime courses for this academic year (2009/2010) The Institute of Community Services Students following Health and Social Care Options during the past year: Higher National Diploma in Health/Social Care 16 applicants National Diploma Health and Social Care36 First Diploma in Health and Social Care97 Foundation Certificate in Care96

The rationale behind the setting up of MCAST To bring different VET Institutes and Training Centres into one umbrella institution so as to give a more professional image to VET, to incorporate a more specialized training provision and to promote coherence and consistency in the training provision offered across the different VET disciplines.

Methodology Grounded Theory Qualitative Interviewing of 40 people in two focus groups Participants were in two classes reading for their First Diploma in Health and Social Care during a free lesson Members of focus group mainly females of school leaving age, one male of the same age and two female mature students

Methodology Participants were asked to brainstorm ideas about 1.How they perceived their transition from secondary school to MCAST. 2.Whether their ideas of VET they had prior to entry at MCAST were the same as they had at present.

Questions Asked: Some Examples Experience in previous schools Initial motivators to take up VET Guidance and counselling experience at Secondary School Previous work experience Satisfaction with regard to chosen course

Results and Analysis Subcategory I A Career in Care or Otherwise Why did the participants choose Health and Social Care as a career path?

Results and Analysis Subcategory II Why choose MCAST? The different influences that enabled or impeded the transition to MCAST

Results and Analysis: Conclusion Core Category Influencing Navigations The influences of the participants’ agency upon the evolution of their own career aspirations and how much this can be employed to recommend health and social care studies to others