Abstract:

For many years, it was assumed that Vocational Education and Training (VET) was designed to provide technical and vocational skills specific to a given occupation, with the focus on a subsequent career in the labor market. However, it has been pointed out that completing a VET program and proceeding with studies, including Higher Education (HE), is also important. The emerging idea is that VET is not a dead-end road. A smooth transition between VET and HE not only supports students in developing relevant skills for the workplace but also propels their personal growth and lifelong learning opportunities [1], [2]. This fact highlights the need to examine the connection between specific vocational-technical skills and complementary skills that are transferable to upcoming education levels [3], such as mathematical literacy.

Mathematical literacy is one of the basic generic skills associated with the ability to acquire new skills and keep learning throughout life. Moreover, it is considered pivotal when applying for post-secondary education [1], [4]. According to OECD (2021), the performance in mathematics is lower among students enrolled in VET programs than among those following general education programmes [9].

This paper aims to analyse the role of mathematics in VET at secondary level, as well as its relevance in the transition and success rates in HE in Portugal. The study includes a mixed methodology using semi-structured interviews with secondary VET teachers (ISCED 4, n=9), former secondary VET students who continued their studies in HE (ISCED 5 or upper, n=12), and short-cycle tertiary VET teachers (ISCED 5, n=13).

In the cross-case analysis, the perspectives of the sample groups were divided into three key themes, namely:
1) the importance of mathematics in secondary VET;
2) the role of mathematics in the transition to HE;
3) mathematics as a determinant factor of success or failure in HE.

Our findings indicate that, at secondary level, VET teachers’ primary concern is to improve mathematical skills to enter the labor market, instead of focusing on HE specific requirements. However, former students and tertiary VET teachers consider that the lower level of demand or the inexistence of mathematics in some curricula may hinder access to HE due to lack of preparation for national exams or even prevent such access, as some vocational courses require mathematics to enroll. Participants also reported that the absence of solid knowledge on mathematics has a direct impact on both the learning experience and the teaching-learning methodology in HE, although this fact was not considered a reason for failure on its own.

Results also show that the identification of specific work-related objectives in the teaching of mathematics and the attempt to conciliate mathematics and future careers, is a strength of vocational courses [10]. However, the areas of study that require mathematics are also the areas preferred by VET students who intend to continue studies in HE [11]. Hence, the transferable skills on mathematics at secondary VET courses seem to constitute a weakness, given the misalignment with HE requirements.

Keywords:

VET, Further education, Mathematics.