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Contents • Introduction Page 1 • literature review and Analysis Page 2 National context Page 2 Local context Page 3 Student Choice and the Decision-Making Process Page 5 Three Theoretical Models Page 5 Pragmatic Rationality - Two Stage Decision-Making Model Page 7 Refined search stage Page 7 Movers and Stayers Page 9 Stayers Page 10 Movers Page 12 The Adult Influence – Parents and Teachers Page 14 • Conclusion Page 16 Recommendations Page 18 • Appendices Page 19 Appendix 1 - College numbers Page 19 Appendix 2 – Autumn term leavers (Sixth form) Page 20 • Reference List Page 21 A Literature Review of Factors Determining Student Choice of Key Stage 5 Institution Introduction: The purpose of this assignment is to investigate the determinants of post-16 students’ Educational establishment choice. The assignment will focus upon the factors which influence students’ choice of institution and the decision making process. The range of options open to young people is vast; Dearing has voiced concerns over the complexity of this choice noting that some 16,000 different qualifications are currently on offer (cited in Foskett and Hesketh, 1997, p302). The choice of post-16 pathway has two principal components through a selection of programme (academic or vocational) and a choice of provider (school, sixth-form college, further education college etc.). These two elements are not discrete and may be inseparable when a particular pathway is only available through a specific provider (Foskett and Hemsley-Brown, 2001, p100). However, this assignment does not aim to focus upon the choice of programme nor does it seek to address directly the decision as to whether to continue or not with education after key stage 4. The assignment will initially focus upon the national and local context of the post compulsory education marketplace. Discussion will then analyse the main models of post-16 decision-making. The many factors that can influence a young person’s choice of institution will then be reviewed. Payne states that there is a large volume of research literature on post-compulsory choice (2003, p59). Therefore, a literature based approach is being utilised as this provides the opportunity to gain a broad and detailed understanding of the influencers on student choice of post-16 destination. Practically, a literature review is also the most appropriate selection as constraints have been put upon my time during the academic year as a result of my new role. Consequently, I was unable to carry out the primary research methods required for an empirically based assignment, which was further exacerbated by the cohort’s absence during the summer term due to examinations. This is an important topic in the context of my role, as I have recently been appointed as Key Stage 5 (KS5) Coordinator for Meadowbank College. A key element of this position is to ensure that Meadowbank at least maintains and over time increases the number of post-16 students it has on role. Each student on role who completes the course brings with them a significant amount of funding (approximately £4,200 per student, per year); therefore the number of students enrolled has a considerable impact on the entire college’s budget. A new pastoral model is being introduced next academic year, which involves the development of key stage Academic Su