This article published earlier this year claimed that many students were opting for more vocational subjects, such as medicine, law and teaching, as opposed to traditional subjects such as English or history.
http://www.telegraph.co.uk/education/universityeducation/8699717/A-level-students-shun-humanities-at-university.html
In this current climate, it is easy to see the reasoning behind this. Increasing unemployment figures and the recession has made it difficult for anyone, let alone young adults, to get any sort of job or career in the UK. Those who have low skilled jobs are in danger of losing them at any given time - there is no stability in the job market no longer. Some seek to improve their employment prospects by extra training and education in a bid to set themselves apart from the rest of the job hunters and to acquire skills and talents that will make them a prized candidate, wanted by many companies, and hence they will have a better career and financial stability in the long term.
After completing A-levels, many students see university as the option to take in order to get a good career in later life, and the difficult decision to make is what degree they should take. Some people have a set idea of what career they want, and choose vocational courses such as medicine, whilst others are still unsure of what they want in life. From my experience, the majority of pupils in my secondary school went on to study at university, and university was seen as a way of gaining new skills, either through vocational training or simply transferable skills, such as adapting to a new system of learning. As well as developing educational talents, university was seen as way of finding your own person and learning to become more independent, ready for the adult world after graduation. A lot of emphasis was put on going to university, which a careers advisor said would set you apart from other candidates when applying for jobs and making you more likely to get the job. Not enough information was provided on other routes to take, such as apprenticeships, which I now see as a disadvantage. University is not for everyone, and it is becoming important for pupils to be made aware of other options that may well suit them better. Factor in the rising cost of tuition fees, due to hit £9000 a year from 2012, and systems like apprenticeships, where one earns as they work and train, are looking increasingly attractive.
For vocational subjects, the training undertaken means that the skills of the students will always be in demand, which explains why some students see these subjects as a better option that arts and humanities subjects. It creates more certainty of finding work after graduation and it lays down a direct path to be followed, which a student can work towards following. For arts and humanities students, there isn't always a clear path of career after graduation, and so there is a sense of uncertainty. University is not cheap, and is seen as an investment in your future. Possibly for many, if there is no shining career at the end of university then it is seen as a waste of money and resources, as well as the talents and skills of the student. Vocational subjects are viewed more likely as having a good career after university, and henceforth, may be seen as more valuable than humanities courses.
Nevertheless, it all depends on the individual: those who plan and organise their time effectively, no matter which degree they study, are more likely to succeed. Student A is studying Engineering, but does not plan effectively and fails to direct their efforts in their studying or researching job companies and work experience placements. Student B is studying History, but takes the time to attend career presentations, undertaking extra-curricular activities and applying for work experience placements, putting her in a good position when it comes to applying for jobs at the end. Student A might not be guaranteed a job offer at the end of his course because nothing sets him apart from other candidates applying for the same position, whilst on the other hand, Student B is more likely to be employed because of the extra time and effort she has put whilst at university. Doing a history subject has not hampered her chances of landing a job, and it is better to study something that you enjoy and do well rather than picking something in which you find it hard to concentrate in. It could not be true to say that in this situation (hypothetically), doing a vocational subject is the best thing to do.
Whilst employers look for a good degree, work experience is a vital part when deciding who to offer the job to, in some cases, even more important. To increase your chances of success in the job market, one needs to pay great attention to work experience - it demonstrates commitment to the field you want to work in, evidence that you have been in a working environment previously and a hardworking, motivated character - setting you apart from other candidates who may possess the degree and academic talents but lack practical skills.
University isn't the only way of getting a good career and in today's economy, it seems practical skills and experience is valued more that academic talents. I think that greater attention should be focused on promoting alternative routes. Companies such as KPMG are now seeking A-level students to study finance and accountancy as they work for the company at the same time, which could be ideal for some as it relieves them of great debt and enhances their knowledge and career prospects, and financial status, at the same time. In terms of choosing between vocational and non-vocational degrees, I could not say that one is better than the other. Each have their merits but it ultimately depends on the individual. If one wasn't suited to or interested in becoming a teacher, it would make no sense to study to qualify as a teacher. It is important to feel passion and interest for the degree that you choose, and in the end, it does not matter which degree you do, rather it matters what you do with it.
