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1
Chu, James, Prashant Loyalka, Guirong Li, Liya Gao, and Yao Song. "Stereotype Threat and Educational Tracking: A Field Experiment in Chinese Vocational High Schools." Socius: Sociological Research for a Dynamic World 4 (January 1, 2018): 237802311878201. http://dx.doi.org/10.1177/2378023118782011.
Анотація:
Educational tracks create differential expectations of student ability, raising concerns that the negative stereotypes associated with lower tracks might threaten student performance. The authors test this concern by drawing on a field experiment enrolling 11,624 Chinese vocational high school students, half of whom were randomly primed about their tracks before taking technical skill and math exams. As in almost all countries, Chinese students are sorted between vocational and academic tracks, and vocational students are stereotyped as having poor academic abilities. Priming had no effect on technical skills and, contrary to hypotheses, modestly improved math performance. In exploring multiple interpretations, the authors highlight how vocational tracking may crystallize stereotypes but simultaneously diminishes stereotype threat by removing academic performance as a central measure of merit. Taken together, the study implies that reminding students about their vocational or academic identities is unlikely to further contribute to achievement gaps by educational track.
2
Van Houtte, Mieke. "Lower-track students’ sense of academic futility: Selection or effect?" Journal of Sociology 52, no. 4 (July 10, 2016): 874–89. http://dx.doi.org/10.1177/1440783315600802.
Анотація:
Given the importance of students’ judgement of the future rewarding character of studying for their willingness to deliver effort at school, we propose the concept of sense of academic futility to understand track differences in achievement. As research is inconclusive in this matter, this study examines whether negative attitudes such as sense of futility follow from track enrolment. Based on new and unique Flemish data of 4500 first grade secondary school students clustered in 119 tracks in 57 schools, gathered in 2012 and 2014, this study shows by means of multilevel analysis (HLM7) that students’ higher sense of academic futility in technical and vocational tracks versus academic tracks exists irrespective of background features and prior feelings of futility. Furthermore, it suggests a higher increment in sense of futility in vocational tracks compared with academic tracks, establishing the usefulness of this concept for tracking research.
3
Zamir, Sara. "Parents’ Perceptions of Their Children’s Vocational Tracking." Pedagogika 145, no. 1 (May 20, 2022): 135–50. http://dx.doi.org/10.15823/p.2022.145.8.
Анотація:
Since the establishment of the State of Israel, the country’s high schools have been divided into two main tracks: the academic track that maintains relatively high academic standard and the vocational track. The aim of the research was to study parents‘ perceptions of the vocational education that their children had received. The most prominent finding was that vocational education is not parents’ first or natural choice but a default option.
4
Yastrebov, Gordey, Yuliya Kosyakova, and Dmitry Kurakin. "Slipping Past the Test: Heterogeneous Effects of Social Background in the Context of Inconsistent Selection Mechanisms in Higher Education." Sociology of Education 91, no. 3 (May 28, 2018): 224–41. http://dx.doi.org/10.1177/0038040718779087.
Анотація:
In this article, we analyze how the existence of alternative pathways to higher education, which implies different selection mechanisms, shapes social inequality in educational attainment. We focus on the Russian educational system, in which higher education can be accessed from academic and vocational tracks, but the rules of admission to higher education from these tracks are different. Access through the academic track is highly selective due to obligatory high-stakes testing, which determines secondary-school graduates’ eligibility to pursue higher education. The vocational track is generally less selective with regard to student intake and provides less restrictive access to higher education. We argue that this system has nuanced implications for social inequality. On one hand, transitions from vocational education to higher education can promote greater social mobility by offering an affordable and low-risk gateway to higher education for children from less-advantaged families. On the other hand, more-advantaged families might use the vocational track to higher education if their children face a high risk of failure in the more selective academic track. We test this conjecture and provide supporting evidence using data from the longitudinal survey Trajectories in Education and Careers.
5
Wallrich, Lukas, Keon West, and Adam Rutland. "Civic understanding mediates of the effect of educational tracks on voting intentions in German schools." Citizenship, Social and Economics Education 20, no. 2 (May 20, 2021): 84–102. http://dx.doi.org/10.1177/20471734211016501.
Анотація:
Across democracies, education predicts electoral participation and political interest. Here, German students on the pre-vocational and pre-academic educational tracks are compared to show how these differences emerge, and thus indicate how they can be addressed. In a Preliminary Study, a large dataset (3747 participants) revealed that there is a gap in political interest between the tracks, and that this predicts a gap in voting intentions. Study 1 (228 participants) tested three mediators of the relationship between educational tracks and voting intentions. Differences in civic understanding primarily explained the link between educational track and voting intentions. Lastly, in Study 2, 23 semi-structured interviews explored how limited civic understanding constrains political engagement among students on the pre-vocational track, indicating that a narrow understanding of power and a lack of sociological imagination are key. The finding that the gaps emerge due to differences in civic understanding, which is teachable, suggests that schools can play an effective role in addressing them. Limitations and implications are discussed.
6
Merino, Rafael. "Las sucesivas reformas de la formación profesional en España o la paradoja entre integración y segregación escolar." education policy analysis archives 21 (September 1, 2013): 66. http://dx.doi.org/10.14507/epaa.v21n66.2013.
Анотація:
Successive reforms of vocational training face a paradox: if vocational training is defined as a track separate from the academic one, then it will be socially devalued and marked with a strong social bias. If the vocational and academic tracks are integrated in one comprehensive curriculum then practices of teachers and students make facto incorporation of different ways for students with poor school performance. This article discusses how vocational training was designed in the secondary education framework in the two main reforms carried out in Spain in 1970 and 1990, and how the expectations of policy-makers and the actions of the actors could mismatch. The paper includes a reflection on the last proposal for new educational reform by the Spanish government, the draft of LOMCE 2012.
7
Cheng, Ching Ho. "Online Shadow Education in Hong Kong: Perspectives from Secondary School Students and Private Tutors." Best Evidence in Chinese Education 11, no. 2 (July 30, 2022): 1477–97. http://dx.doi.org/10.15354/bece.22.or063.
Анотація:
Based on the educational hierarchical reproduction theory and the MMI and EMI hypotheses, this paper discusses the impact of the tracking of general and vocational education at the secondary level on higher education opportunity equity among social classes. The study finds that increasing gross enrollment rates of both general high schools and secondary vocational schools can help improve the equity in admission opportunities of colleges and universities among social strata; expanding the share of general high school places by adjusting the structure of general and vocational tracks (that is, the general-vocational ratio) can effectively reduce the class disparities in college and university admission opportunities; neither the change in the scale nor in the structure of general and vocational tracks will contribute to alleviating class inequality in top university enrollment opportunities.
8
Cao, Yan, and Shanshan Tang. "General and Vocational Tracks and Equity of Higher Education Enrollment Opportunities among Classes: A Reconstruction of Indicator System for Social Class-based Differential Enrollment Opportunities and its Empirical Analysis." Best Evidence in Chinese Education 11, no. 1 (May 31, 2022): 1461–66. http://dx.doi.org/10.15354/bece.22.ab003.
Анотація:
Based on the educational hierarchical reproduction theory and the MMI and EMI hypotheses, this paper discusses the impact of the tracking of general and vocational education at the secondary level on higher education opportunity equity among social classes. The study finds that increasing gross enrollment rates of both general high schools and secondary vocational schools can help improve the equity in admission opportunities of colleges and universities among social strata; expanding the share of general high school places by adjusting the structure of general and vocational tracks (that is, the general-vocational ratio) can effectively reduce the class disparities in college and university admission opportunities; neither the change in the scale nor in the structure of general and vocational tracks will contribute to alleviating class inequality in top university enrollment opportunities.
9
Beattie, Irenee R. "Tracking Women’s Transitions to Adulthood." Youth & Society 49, no. 1 (August 3, 2016): 96–117. http://dx.doi.org/10.1177/0044118x14527467.
Анотація:
Theories suggest curricular tracking is linked to racial/ethnic inequality. However, prior studies largely examine cognitive outcomes like standardized test scores and neglect behavioral outcomes. They also overlook potential racial/ethnic differences within curricular tracks. This study asks the following questions: (a) Is curricular tracking associated with young women’s social and behavioral outcomes during the transition to adulthood (dropping out of high school, teen motherhood, and poverty)? and (b) Are there racial/ethnic differences in these associations? Using National Longitudinal Survey of Youth data and logistic regression, results show that all women reduce risks of negative outcomes in the college and vocational tracks compared with the general track. However, college track coursework buffers White women from dropping out and teen motherhood (but not poverty) significantly more than it does Black and Latina women. Thus, racial gaps are greatest within the college track rather than lower tracks, suggesting that the college track may be a site for opportunity hoarding among Whites.
10
Kuzmina, Julia, and Martin Carnoy. "The effectiveness of vocational versus general secondary education." International Journal of Manpower 37, no. 1 (April 4, 2016): 2–24. http://dx.doi.org/10.1108/ijm-01-2015-0022.
Анотація:
Purpose – The purpose of this paper is to examine the relative academic effectiveness of vocational education in three countries with early tracking systems: Austria, Croatia, and Hungary. Design/methodology/approach – The authors use an instrumental variables approach to estimate vocational education’s relative academic effectiveness in terms of achievement on an international test, the Organization for Economic Cooperation and Development’s Program of International Student Assessment (PISA), and two possible indicators of non-cognitive outcomes – self-efficacy in mathematics and intrinsic motivation in mathematics, both also available from the PISA student survey. Findings – The results show few, if any, differences in student gains from attending the vocational track in secondary school as opposed to the academic track. Specifically, the results show that attending the vocational or academic track results in similar achievement gains in the tenth grade and generally similar gains in self-efficacy and motivation in mathematics. Originality/value – The study is unique because in the three countries, the authors can use a fuzzy regression discontinuity approach based on school systems’ age entrance date rules to estimate the gain in test scores over an academic year and to compare the gain for students in the vocational and academic tracks. The results contradict almost all other studies by showing that in these countries student academic gains in vocational education are about the same as in the academic track.
11
Di Maio, Gina, Lukas Graf, and Anna Wilson. "Torn between economic efficiency and social equality? Short-track apprenticeships in Denmark, Germany and Switzerland." European Educational Research Journal 18, no. 6 (August 25, 2019): 699–723. http://dx.doi.org/10.1177/1474904119869561.
Анотація:
Educational institutions, especially those facilitating vocational education and training (VET), face the challenge of combining social goals, such as the provision of quality education for a large section of the population, with rising economic utility demands. However, we know little about how VET systems institutionalize these different demands and, further, how social and economic goals are actually institutionalized in VET. Our article aims to unpack this puzzle by analysing short-track dual vocational training programmes (short-tracks) in Denmark, Germany and Switzerland. These short-tracks combine on-the-job and school-based training, targeting candidates who face difficulties entering full-length dual programmes. Thus, short-tracks are prime examples of training programmes located at the nexus of economic and social demands. In our comparative institutional analysis, we bridge the political economy of collective skill formation and sociological institutionalism literatures. We find that the institutionalization of goals in VET not only differs between countries but that there is also considerable variation within national VET systems. Our analysis reveals that VET regulations, regional and sectoral standards, and the legitimization of key actors can differ greatly in their institutionalization of social and economic goals.
12
Tjaden, Jasper Dag, and Katja Scharenberg. "Ethnic choice effects at the transition into upper-secondary education in Switzerland." Acta Sociologica 60, no. 4 (December 19, 2016): 309–24. http://dx.doi.org/10.1177/0001699316679491.
Анотація:
Compared to natives, students with immigrant background are – other things being equal – more likely to choose academic tracks over vocational education and training (VET) at upper-secondary level. Evidence of so-called ethnic choice effects is mostly based on education systems where vocational tracks are often regarded as ‘unfavourable’. Our study investigated ethnic choice effects at the end of compulsory school in Switzerland, a country with a strong VET sector offering competitive incentives, particularly for students with lower or average achievement. Based on longitudinal data from the ‘Transitions from Education to Employment’ (TREE) survey, we found that most migrant groups were more likely to choose academic-track pathways preparing for university admission over VET preparing more directly for employment. Nested logistic regression analyses revealed that a large share of these ethnic choice effects was explained by immigrant optimism. Our findings shed light on general educational decision-making processes among migrant families and their potential consequences for ethnic inequality in post-compulsory education.
13
Van Houtte, Mieke, and Dimitri Van Maele. "Students’ Sense of Belonging in Technical/Vocational Schools versus Academic Schools: The Mediating Role of Faculty Trust in Students." Teachers College Record: The Voice of Scholarship in Education 114, no. 7 (July 2012): 1–36. http://dx.doi.org/10.1177/016146811211400706.
Анотація:
Background Since the late 1960s, research has demonstrated repeatedly that students in lower tracks achieve less as they develop an antischool culture to overcome the status deprivation resulting from being in a lower track. In quantitative large-scale research, this anti-school culture is usually assessed using poor academic attitudes or study disengagement because antischool norms disengage students from the learning process. The extent to which students in different tracks feel embedded in their school communities—their sense of school belonging—has rarely been examined, although academic engagement and sense of belonging are related to each other and to achievement. Objective This article examines students’ sense of belonging in secondary schools that offer different tracks, and the role played by the faculty's trust in the students. Participants The study is based on data from 3,475 students and 754 teachers in 28 technical/vocational schools and 3,376 students and 461 teachers in 22 academic schools in Flanders, the northern, Dutch-speaking part of Belgium. Research Design Use is made of (stepwise) multilevel analyses (HLM6). Results The analyses show that students in technical/vocational schools have a significant lower sense of belonging than students in academic schools. This association disappears if we take into account faculty trust in students. The association between school type and perceived teacher support, a subdimension of the sense of belonging, is not mediated by faculty trust, but is due to the lower GPA of students in technical/vocational schools. Conclusions The results indicate that teachers play a crucial role in the divergent nature of students’ social integration across different types of schools. In terms of strengthening students’ connectedness to a technical/vocational school environment, our results indicate that strengthening teachers’ level of trust in students could be crucial.
14
Kim, Suehye. "Vocational education and numeracy acquisition of young adults: A comparison of education systems in German and English speaking countries." European Journal of Education 58, no. 4 (November 10, 2023): 699–718. http://dx.doi.org/10.1111/ejed.12578.
Анотація:
AbstractThis study explores a pathway from social origin at adolescence to numeracy acquisition in young adulthood. A variation associated with vocational track attendance and numeracy acquisition between two different traditions of education systems is identified; namely, between education systems of German (Austria and Germany) and English (UK and US) speaking countries. Key results demonstrate that tracking at the level of upper and post‐secondary schooling is closely related to skills gaps that affect labour market outcomes. This implies that vocational programme graduates achieve comparatively weaker in numeracy tests in German‐speaking countries. In contrast, this effect of disadvantage in numeracy skills is not observed among young adults attending vocational tracks in English speaking countries. Also, the results suggest that a more stratified system might reinforce social inequality by increasing a skill gap in the use of numeracy in daily life. Drawing on empirical findings, the discussion underscores that policy interventions are necessary for mitigating the reproduction of skills inequality among young adults.
15
Merino, Rafael, Ona Valls, and Albert Sánchez-Gelabert. "Comprehensive School and Vocational Training in Spain. A Longitudinal Approach from the Transition from Lower to Upper Secondary Education." Education Sciences 11, no. 3 (March 2, 2021): 101. http://dx.doi.org/10.3390/educsci11030101.
Анотація:
Fitting vocational training into the Spanish education system has been challenging and problematic because two objectives are trying to be fulfilled; the first to supply skills for the productive system and the second to be an alternative option for the young people who do not follow the academic track. Moreover, the political vicissitudes of recent decades have added to the difficulties involved in balancing these requirements. In Spain, both the economic agents and the education system itself with its academic inertia have relegated vocational training to a subordinate position, able to attract mainly young people with lower academic achievement and largely rejected by families with a higher educational level. The assumption was that the introduction of a comprehensive secondary education in the 1990s would provide parity between the academic and the vocational tracks. However, the comprehensive nature of this system was not fully applied, with students in many schools separated by ability levels, and in fact having little impact on the social bias of the students choosing vocational training. The empirical contribution of this study is based on a survey carried out among 2056 students from Barcelona in their last year of compulsory secondary education in 2013–14 and who continued in full-time education, be it baccalaureate or vocational training. The main result shows that comprehensive education improves school success and decreases the vocational orientation of students from low social backgrounds.
16
Basler, Ariane, and Irene Kriesi. "The Development of Informal Competences Between the End of Compulsory School and Early Adulthood." Swiss Journal of Sociology 48, no. 2 (July 1, 2022): 285–315. http://dx.doi.org/10.2478/sjs-2022-0016.
Анотація:
Abstract This study investigates whether the informal competencies effort, exertion, perseverance and volition develop differently among youth who enter firm- or school-based vocational education and training or general education tracks, which offer distinct socialisation environments. The results show that the analysed competencies increase considerably after entry into vocational education and training. Young people in general education show a delayed development and only increase their informal competencies after the age of 18 years.
17
van den Bergh, Huub. "Doorlopende Leerlijnen Taal en Rekenen." Toegepaste Taalwetenschap in Artikelen 86 (January 1, 2011): 9–16. http://dx.doi.org/10.1075/ttwia.86.02ber.
Анотація:
In the official report on learning trajectories ('doorlopende leerlijnen') it is specified which achievement level students have to reach at different thresholds in the Dutch educational system: at the change from primary to secondary education, and at the different thresholds from secondary education to either intermediate vocational education (mbo), higher vocational education (hbo), or university (wo). In this paper we will discuss (1) several misconceptions surrounding the 'doorlopende leerlijnen' and (2) the feasibility of the norms imposed for reading and spelling. It is concluded that, on average, students do reach the norms imposed by the 'doorlopende leerlijnen', but that a relatively large proportion of students in the lower tracks of vocational education fail to do so.
18
Lee, Bora, and Soo-yong Byun. "Socioeconomic Status, Vocational Aspirations, School Tracks, and Occupational Attainment in South Korea." Journal of Youth and Adolescence 48, no. 8 (June 29, 2019): 1494–505. http://dx.doi.org/10.1007/s10964-019-01056-5.
19
Bailey, Thomas R., and Clive R. Belfield. "The False Dichotomy between Academic Learning & Occupational Skills." Daedalus 148, no. 4 (October 2019): 164–78. http://dx.doi.org/10.1162/daed_a_01765.
Анотація:
What distinctions are there between vocational (career and technical) education and academic learning in college? In this essay, we compare broad academic and vocational program goals, embodied skills, tasks, and jobs, with a focus primarily on community college students. There is considerable overlap between the two types of education, so a separation of tracks presents a false dichotomy. In addition, vocational certificates, which often have little academic content, have attracted attention lately as a path to good jobs. New evidence indicates that degrees offer more substantial advantages than certificates in the labor market. We argue for an alternative framework for thinking about the optimal accumulation of skills in college. Rejecting the traditional distinction between vocational education and academic learning, we posit that educational paths are best understood as accumulations of general education followed by terminal work-related education. We label this the Gen-Tech framework and consider its explanatory power and implications for colleges and students.
20
Kirbiš, Andrej. "Environmental Attitudes among Youth: How Much Do Young People and Parental Educational Characteristics Matter?" Sustainability 15, no. 15 (August 3, 2023): 11921. http://dx.doi.org/10.3390/su151511921.
Анотація:
Research shows that education increases environmental attitudes, yet there is a lack of studies examining young people’s attitudes and the role of various educational characteristics in youth’s environmental engagement. The main aim of our study was to examine how several educational characteristics of young people and their parents impact youth’s environmental attitudes. We employed a survey sample of 14–34-year-olds (N = 1508; Mage = 19.25 years) collected in January 2020. The impact of five educational variables was tested: maternal and paternal educational level; students’ educational stage (primary, secondary and tertiary school students); educational track of secondary students (vocational, professional and general); and youth’s educational status (currently in education vs. not in education). We controlled for several demographic and economic confounding factors in multivariate analyses. These indicate significant between-track differences in environmental attitudes among secondary school students, while educational status and educational stage have no significant impact on environmental attitudes. In addition, the father’s (but not the mother’s) education increases Slovenian youngsters’ environmental attitudes. As findings indicate significant differences between educational tracks of secondary students independent of their parental education and other personal and family characteristics, educators may want to revise vocational and professional secondary school syllabuses to include an increased number of environmental, climate change and sustainability topics.
21
Tjaden, Jasper Dag. "Migrant Background and Access to Vocational Education in Germany: Self-Selection, Discrimination, or Both?" Zeitschrift für Soziologie 46, no. 2 (May 1, 2017): 107–23. http://dx.doi.org/10.1515/zfsoz-2017-1007.
Анотація:
Abstract :Germany’s Vocational Education and Training (VET) sector is the major channel for the integration of a growing number of students with a migrant background – a group that is overrepresented among non-university school tracks leading towards VET. However, their participation in VET is lower compared to Germans. I argue that previous studies have neglected the role of educational preferences in explaining these disparities. Building on the literature on secondary effects of ethnic origin, I test whether migrants self-select into academic tracks to pursue higher academic qualifications and to what extent this selection explains ethnic inequality in VET access. Using a longitudinal sample of students at the end of lower secondary education (NEPS, N=6247), this study shows that self-selection accounts for 40% of ethnic disparities in VET access. However, further analysis reveals that self-selection at this stage should be understood as complementary to, rather than competing with, alternative explanations, such as discrimination. Implications for research and policy are discussed.
22
Barone, Carlo, Giulia Assirelli, Giovanni Abbiati, Gianluca Argentin, and Deborah De Luca. "Social origins, relative risk aversion and track choice." Acta Sociologica 61, no. 4 (October 8, 2017): 441–59. http://dx.doi.org/10.1177/0001699317729872.
Анотація:
This study develops and tests the hypothesis that information biases concerning the perceived extent of risk of educational options fuel social inequalities in track choice. In particular, it is argued that low-educated families are more concerned than college-educated families with the risks of dropout in the academic track, even when their children perform well at school. Moreover, they overestimate the risks of low occupational outcomes associated with academic diplomas. These information biases enhance their propensity to select vocational tracks, which are perceived as safer options, even when their children have the potential to succeed in the academic path. Survey data from Italy were used to assess these misperceptions and experimental evidence is presented concerning their causal effect on track choices. To correct these misperceptions, we designed a light information intervention, which was nested in a longitudinal survey to assess the impact of this intervention on students’ track choices. Both survey and experimental results corroborated our hypothesis that information biases contribute to social inequalities in track choice.
23
Benfratello, Luigi, Giuseppe Sorrenti, and Gilberto Turati. "Tracking in the tracks in the Italian public schooling: Inequality patterns in an urban context." ECONOMIA PUBBLICA, no. 2 (August 2020): 39–70. http://dx.doi.org/10.3280/ep2020-002002.
Анотація:
We study whether, alongside with an explicit tracking system separating students in general versus vocational curricula typical in European countries, the Italian highly centralised public schooling is also characterised by another implicit tracking system, typical of the US, separating students mostly by ability and income within the same track. We pursue this aim by considering the municipality of Turin, a post-industrialised urban context in Northern Italy. We proxy students' ability and skills with the score obtained at the standardised admission test at the School of Economics and Business of the local university. We find evidence of heterogeneity across tracks and schools within the same track, which suggests that the inequality patterns common in the Italian schooling system are affected by both types of tracking. We then discuss the potential sources of this US-style tracking, namely self-selection of better students in better schools, observed and unobserved school characteristics and income stratification. As for the role of income, we find limited evidence of residential segregation, but students from better socio-economic backgrounds travel more, exploiting information on school quality.
24
Dvořák, Dominik, Petr Meyer, Silvie R. Kučerová, Jan Vyhnálek, and Ondřej Šmíd. "Changing places, changing tracks: Inter-school mobility among Czech secondary students." Journal of Pedagogy 11, no. 1 (June 1, 2020): 83–105. http://dx.doi.org/10.2478/jped-2020-0005.
Анотація:
AbstractMost of the literature on student between-track mobility or school choice examines decision making in comprehensive systems or in tracked general education schools. In this article we present data on inter-school mobility (transfers) of upper secondary students in a differentiated educational system with academic, professional and vocational tiers and with a complex scheme of programmes and qualifications. This study is based on administrative microdata from the Czech school register merged with databases containing geographical information. We performed an explorative analysis of 4,533 events of school change with focus on the spatial aspects of VET student transfers. The preliminary results confirm the usefulness of this approach in studying the role school distance plays in programme and school choice.
25
Peeters, M., L. Laninga-Wijnen, and R. Veenstra. "Differences in Adolescents’ Alcohol Use and Smoking Behavior between Educational Tracks: Do Popularity Norms Matter?" Journal of Youth and Adolescence 50, no. 9 (July 7, 2021): 1884–95. http://dx.doi.org/10.1007/s10964-021-01467-3.
Анотація:
AbstractExplanations about differences in drinking and smoking rates between educational tracks have so far mainly focused on factors outside the classroom. The extent to which these behaviors are rewarded with popularity within a classroom—so called popularity norms—and their interaction with individual characteristics could explain the observed differences in risk behavior. 1860 adolescents (Mage = 13.04; 50% girls) from 81 different classrooms reported three times during one academic year about their own and their classmates behavior. Overall, in vocational tracks popularity norms for alcohol and smoking were more positive and predicted classroom differences in alcohol and smoking. Knowledge about classroom processes can advance the field in unraveling the functional aspects of risk behavior in adolescence. Preregistration: The hypotheses and the analytical plan of this study were preregistered under number #39136 (https://aspredicted.org/blind.php?x=gx77p6).
26
Utvær, Britt Karin, and Ellen Saur. "Små- og stordriftsfordeler i yrkesfaglige løp: Stedets betydning for opplæring i skole og bedrift." Nordic Journal of Comparative and International Education (NJCIE) 3, no. 3 (December 9, 2019): 43–60. http://dx.doi.org/10.7577/njcie.3270.
Анотація:
This study is a part of the larger Qualities in Education project, in which three upper secondary schools in Mid-Norway—an urban and two rural schools—with seemingly stark differences in quality are compared to identify possible reasons for such differences. Quality in upper secondary education in Norway is measured primarily according to students’ performance and throughput. In our study, we investigated factors connected to their geographical context that could inform quality in Norwegian upper secondary schools for students in vocational tracks. The school’s collaboration with the local labour market and its access to equipment relevant to in-depth vocational study module has been of particular interest. From interviews, we accessed the opinions of vocational teachers, heads of vocational departments and school counsellors, whereas we collected responses from 277 students in various vocational programmes by administering a survey. Our results reveal that, despite seemingly major differences in quality, the rural schools have much in common; all students become involved with the working lifestyle and tasks early on and compared to students at the urban school, most significantly agreed that vocational training as well as involvement with the working lifestyle and tasks early on work well. School counsellors particularly highlighted the benefits of using so-called “tailor seam” and “sharp assignments” for examining how they organised work processes to suitably pair students and workplaces as well as for facilitating students’ motivation and the experience of meaning. Overall, the urban and rural schools pose different benefits and challenges related to ensuring the quality of their upper secondary education.
27
LISTVIN, ALEXANDER A., and MARINA A. GARTH. "SUBJECT AREA “TECHNOLOGY” AND FORMATION OF REGIONAL EDUCATIONAL STRUCTURES." Cherepovets State University Bulletin 6, no. 105 (2021): 129–39. http://dx.doi.org/10.23859/1994-0637-2021-6-105-11.
Анотація:
The article considers the role of the subject area “Technology” as the integration basis for the content of general education in the technological training of schoolchildren in the conditions of infrastructure modernization. The authors reveal the relationship between technosphere transformations and secondary vocational education infrastructure, higher education and content tracks in the subject area “Technology”, its role in regional educational systems that ensure the quality of training personnel taking into account the priorities of regional development.
28
Di Stasio, Valentina. "‘Diversion or safety net?’ Institutions and public opinion on vocational education and training." Journal of European Social Policy 27, no. 4 (October 2017): 360–72. http://dx.doi.org/10.1177/0958928717719199.
Анотація:
Vocational education and training (VET) has been described in the sociological literature as a mixed blessing. On one hand, vocational qualifications facilitate the school-to-work transitions of youth (safety net function of VET); on the other hand, placement into vocational tracks dissuades students from attending higher education (diversion function of VET). In this study, I analyse whether VET is perceived to function as a safety net and/or a diversion route by the public at large. VET systems greatly vary across countries with regard to their perceived prestige, the involvement of social partners in the provision of training and the certification of occupational skills. Thus, I focus on whether perceptions of VET vary systematically across countries. Using Eurobarometer data from 2011, I show that in countries with occupationally oriented VET systems, which provide work-based training in the form of apprenticeships, both the safety net and diversion functions are recognized as distinctive aspects of VET. Although public perceptions of the safety net function do not vary across education groups, the analyses show that highly educated individuals are less likely than the other education groups to suggest vocational education as an option, even when they do recognize its role as a safety net. This study contributes to our understanding of the micro-level mechanisms that underlie the formation of educational preferences across social groups.
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Van Houtte, Mieke. "Global Self-Esteem in Technical/Vocational Versus General Secondary School Tracks: A Matter of Gender?" Sex Roles 53, no. 9-10 (November 2005): 753–61. http://dx.doi.org/10.1007/s11199-005-7739-y.
30
Bense Ferreira Alves, Celia, and Michel Nguyen Duc Long. "Mesdames et Messieurs Les Proviseurs: Principals Address Structural Inequalities in a Diverse High School." ANNALS of the American Academy of Political and Social Science 673, no. 1 (September 2017): 266–95. http://dx.doi.org/10.1177/0002716217726763.
Анотація:
This article examines how high school principals in France work to change the negative effects that the country’s academic tracking system brings to students from immigrant and working-class backgrounds. The tracking system tends to relegate these students to lower vocational tracks that do not prepare them well for the labor market and tend to reinforce their social marginalization. The authors—one a sociologist and the other a school principal—describe a comprehensive, diverse lycée in a suburb of Paris where administrators are addressing the multiple impacts of tracking on their students by enabling some to change tracks and providing others the support they need to succeed when facing challenges at school and in their neighborhoods. The description and analysis of daily life at school not only illuminates what is distinctive about the French system but also lays out strategies and practices that make the school environment more egalitarian.
31
Van Caudenberg, Rut, Noel Clycq, and Christiane Timmerman. "Feeling at home in school: Migrant youths’ narratives on school belonging in Flemish secondary education." European Educational Research Journal 19, no. 5 (May 18, 2020): 428–44. http://dx.doi.org/10.1177/1474904120923184.
Анотація:
In Flanders, students with a migration background are highly overrepresented in the lower-status vocational and technical tracks, experience more grade retention and school and track mobility and have a higher risk of leaving school early than their native peers. The authors aim to shed light on the complexity of school belonging and its significance in these young people’s pursuit of a diploma. The analysis focuses on the lived experiences of three young individuals and reconstructs their trajectories from their point of view to illuminate their perceptions on school belonging while they (tried to) navigate their way through secondary education. Their narratives reveal how a sense of school belonging is crucial yet difficult to find. Experiences of exclusion and struggles to claim specific educational spaces as places where they ‘belong’ often result in feelings of being an outsider rather than a valued member of the school community. The journeys through secondary education are mostly recounted as trying to find a ‘ good school’ where they could ‘ fit in’.
32
Landberg, Monique, and Peter Noack. "A Grounded Theory Study on Motivational Development After Detours in Young Adulthood – How Extra-Vocational Training Affects Aspirations." International Journal for Research in Vocational Education and Training 9, no. 1 (March 18, 2022): 66–91. http://dx.doi.org/10.13152/ijrvet.9.1.4.
Анотація:
Context: In the present study, we explore what motivates young adults to re-engage with education or employment after a period of non-engagement. Insights into this process facilitate the implementation of tailored support measures for at-risk groups. It is well-known that young people who are not involved in any kind of education, employment, or training face further risks to their professional and psychological development. Methods: Using a grounded theory approach, interviews with young adults from various educational tracks were analyzed, compared, and contrasted. The sample was focused mainly on apprentices in extra-vocational training and professionals working with young people to describe the process of re-engaging in detail (n = 30). Findings: Our analyses suggested that frustrating prior experiences and offers to participate in government-funded vocational training prompted motivation to learn an occupational skillset. Undergoing an apprenticeship enabled young adults to develop the motivation to finish vocational training and to plan on further education.Conclusion: The implications of these results as they pertain to Germany's labor market policies, which foster a sense of individual responsibility to facilitate the achievement of professional success, are discussed. Furthermore, the implications for supporting further educational aspirations when working with young adults are discussed.
33
Pfister, Curdin, Simone N. Tuor Sartore, and Uschi Backes-Gellner. "The relative importance of type of education and subject area: empirical evidence for educational decisions." Evidence-based HRM: a Global Forum for Empirical Scholarship 5, no. 1 (April 3, 2017): 30–58. http://dx.doi.org/10.1108/ebhrm-05-2015-0019.
Анотація:
Purpose The purpose of this paper is to provide empirical evidence for individual educational investment decisions and to investigate the relative importance of two factors, the type of education (vocational vs academic) and subject area (e.g. commercial or health), in determining variance in earnings. Design/methodology/approach Using a sample of 1,200 individuals based on the 2011 Swiss Adult Education Survey, Mincer-type earnings equations are estimated. The variance in earnings is decomposed with respect to the two factors mentioned above, which allows to quantify the relative contributions of type of education and subject area to variance in earnings. Findings The results of the variance decomposition show that subject area explains nearly twice the variance in earnings compared with that explained by type of education. Social implications As results show that earnings variance – and thereby risk – relate more to subject area than to type of education, this study suggests that for individuals caring about the risk of their educational decision the selection of a specific subject area is more relevant than the choice between vocational and academic tracks; in addition, educational policies as part of HRM policies should devote as much attention to the choice of subject areas as to vocational or academic education. This is especially important for companies or countries planning to introduce or to extend vocational education as part of their human resources strategies. Originality/value This study is the first to show whether earnings vary more by type of education or by subject area.
34
Golsteijn, Rianne H. J., Hieronymus J. M. Gijselaers, Hans H. C. M. Savelberg, Amika S. Singh, and Renate H. M. de Groot. "Differences in Habitual Physical Activity Behavior between Students from Different Vocational Education Tracks and the Association with Cognitive Performance." International Journal of Environmental Research and Public Health 18, no. 6 (March 16, 2021): 3031. http://dx.doi.org/10.3390/ijerph18063031.
Анотація:
Vocational education and training (VET) educates students for a broad range of occupations, which may be associated with differences in habitual physical activity behavior (PAB). Research suggests that physical activity (PA) is positively and sedentary behavior (SB) is negatively associated with cognitive performance. Therefore, we aimed to compare habitual PAB in VET students from different educational tracks and investigate its association with cognitive performance in a cross-sectional study. Students wore an ActivPAL accelerometer continuously for seven days to measure PAB. Cognitive performance was assessed with objective tests for inhibition, shifting, and updating. Hairdresser and Sports students sat significantly less than Administrative and Nursing students. Hairdresser students stood significantly more than other tracks. Admin students stood significantly less than Sports/Nursing students. Sports students moved significantly more than Hairdresser and Nursing students. Time in bed was significantly lowest in Nursing students. No significant associations between any PAB and cognitive performance were found. In general, Admin students showed the unhealthiest habitual PAB. Higher PA or lower SB neither improve nor decrease cognitive performance. Thus, future health interventions focusing on exchanging SB for PA at schools can facilitate a healthier lifestyle of VET students, especially in Admin students, without interfering with cognitive performance.
35
Laih, Hueih-Lirng, and Ian Westbury. "Transformation of Taiwan's Upper Secondary Education System." education policy analysis archives 6 (September 8, 1998): 18. http://dx.doi.org/10.14507/epaa.v6n18.1998.
Анотація:
This paper explores the policy issues circling around the structural "transition" in upper secondary education implicit in the twenty-year increase in secondary and third-level school enrollment rates in Taiwan. This expansion has taken place within a secondary school system which is rigidly divided into both general, i.e., academic, and vocational tracks and into public and private sectors: the majority of students are enrolled in the private vocational sector which is only loosely articulated with the university sector. These features of the school system are analysed against the background of social and economic developments in Taiwan as well as public opinion. The analysis suggests that the present structures of school must be "reformed" in ways that will result in a more unified secondary system with both greater public funding and better articulation of all school types with the third level. The policy options that circle around the possibility of such reforms in the areas of curriculum, examination structures and second level-third level articulation are discussed and a policy framework for the reform of the Taiwan secondary education sector is outlined.
36
Estipona, Jane Delano R. "Strategic Intervention Material (SIM): Its Effectiveness in Teaching Beauty Nail Care Services." American Journal of Physical Education and Health Science 2, no. 1 (March 28, 2024): 30–34. http://dx.doi.org/10.54536/ajpehs.v2i1.2412.
Анотація:
The implementation of the Senior High School program has paved the way for the inclusion of technical and vocational education as one of the four (4) tracks offered from Grade 11 to Grade 12; specifically, the Technical-Vocational-Livelihood (TVL) track has gained traction as the shift from content-based to outcome-based learning has becomes a tagline in most, if not all, schools in the country. Home Economics is one of the TVL strands and Beauty Nail Care Services are part of its subject which students face a decrease in performance. This led the researcher to develop Strategic Intervention Material (SIM) in which this descriptive research was conducted to determine the extent to which good characteristics of a learning material was met as assessed by seven (7) experts; and its effectiveness in increasing the academic performance of thirty (30) purposively chosen HE students. Findings revealed that SIM “very highly” met the characteristics of a good learning material (x ̅=4.551, sd=0.447); the academic performance of those who utilized the SIM was “Very Satisfactory” (x ̅=85, sd=0.8.02); there was a significant difference in the academic performance of those who utilized the SIM and those who were not (t=-2.030, p=0.047); and SIM was “Effective” (x ̅=2.772, sd=0.439) in terms of Content, Clarity, Comprehensibility, and Usefulness. All supports and initiatives for utilizing this material was highly recommended. Results yield positive implications towards students’ skills in the said field, necessary for work immersion and TESDA assessment; and the HE curriculum being implemented in all senior high schools in the country.
37
Aaltonen, Sanna. "‘My mother thought upper secondary school was OK, but then my sibling said no’ - Young People's Perceptions of the Involvement of Parents and Siblings in their Future Choices." Sociological Research Online 21, no. 1 (February 2016): 65–76. http://dx.doi.org/10.5153/sro.3850.
Анотація:
This paper seeks to contribute to the research on the role of the family in the educational decision-making of young people by highlighting two overlooked areas of study: vocational education and the role of siblings. It explores young, mainly working-class Finnish 15- to 17-year-olds’ future expectations and decision-making processes concerning the choice between the academic and vocational tracks by drawing on interviews with the young participants of targeted support programmes and their parents. The aim of the paper is to shed light both on how parents try to influence their children's post-school choices and on young people's perceptions of the influence that parents and older brothers and sisters had on their aspirations towards vocational education. The paper demonstrates how horizons for action and educational choices are influenced by family traditions and advice, but that the pieces of advice dispensed by parents and siblings are not necessarily in congruence with each other. The familial suggestions work as a point of reference which is acknowledged and reflected on in the young people's process of mapping and recognising their own preferences. The paper suggests that while the goals of parents and older siblings would not necessarily be upward mobility, but rather to help young people to make a decent choice within a sector corresponding to their own, it is important to acknowledge their influence as a resource valued by many young people.
38
Kauppinen, T. M. "Schools as Mediators of Neighbourhood Effects on Choice Between Vocational and Academic Tracks of Secondary Education in Helsinki." European Sociological Review 24, no. 3 (February 20, 2008): 379–91. http://dx.doi.org/10.1093/esr/jcn016.
39
Weber, Sylvain. "Human capital depreciation and education level." International Journal of Manpower 35, no. 5 (July 29, 2014): 613–42. http://dx.doi.org/10.1108/ijm-05-2014-0122.
Анотація:
Purpose – The purpose of this paper is to investigate the link between human capital depreciation and education level, with an emphasis on potential differences between general and specific education. Design/methodology/approach – A nonlinear wage equation, based on Arrazola and de Hevia's (2004) model, is estimated using data from the Swiss Labor Force Survey (SLFS) over the period 1998-2008, in order to estimate a human capital depreciation rate for several education groups. Findings – Human capital depreciation is significantly related to education type. Academic (“concept-based”) education protects workers more effectively against depreciation than vocational (“skill-specific”) education. Research limitations/implications – The SLFS survey is a rotating panel of five years and no retrospective data on earnings and employment are provided. A study of lifecycle earnings like the one proposed here would clearly benefit from a longer individual observation period. Practical implications – In all educational tracks, even vocational ones, a substantial time share should be devoted to the acquisition of general skills. Moreover, it is necessary to manage lifelong learning carefully in order not to waste initial investments in education. Originality/value – Instead of using a purely quantitative approach to separate workers by years of education, qualitative aspects of educational system are taken into account. Taking advantage of the Swiss educational system characteristics, workers are separated on the basis of their education type. Workers with vocational education (apprenticeships, professional and technical schools and universities of applied sciences) are assumed to possess a relatively specific human capital, compared to those with academic education (high schools and universities).
40
Eiríksdóttir, Elsa, and Per-Åke Rosvall. "VET Teachers’ Interpretations of Individualisation and Teaching of Skills and Social Order in two Nordic Countries." European Educational Research Journal 18, no. 3 (February 25, 2019): 355–75. http://dx.doi.org/10.1177/1474904119830022.
Анотація:
The age at which young people leave education for the labour market has increased in recent decades, and entering upper secondary education has become the norm. As a result, the diversity of the student population has increased, for instance in terms of students’ academic merits and achievements at school. Increased diversity seems to affect vocational education and training more than tracks preparing students for higher education, because entry into vocational education and training (VET) programmes is rarely selective. In this article we analyse a series of interviews with VET teachers regarding VET practices in upper secondary schools in Sweden and Iceland. We examine how policy plays out in practice in VET by looking at how VET teachers navigate the sometimes-conflicting educational goals of employability and civic engagement, while simultaneously teaching a highly diverse group of students. In both countries, pedagogic practices are dominated by individualisation with a focus on task-related skills. Those practices are important in VET, but can exclude broader understandings of civil and workplace life, because general knowledge about areas such as ethics, democracy, equality, and environmental issues is difficult to obtain if education gives students few opportunities to interact with others, such as through group work or classroom discussions.
41
Dunekacke, Simone, Lars Jenßen, and Sigrid Blömeke. "The role of opportunities to learn in early childhood teacher education from two perspectives: A multilevel model." Zeitschrift für Erziehungswissenschaft 24, no. 6 (October 28, 2021): 1429–52. http://dx.doi.org/10.1007/s11618-021-01052-1.
Анотація:
AbstractEarly childhood teacher education is considered crucial for the development of professional knowledge. However, little is known about the impacts of teacher educators, especially with respect to domain-specific knowledge in areas like early mathematics education. We investigated the relationship between opportunities to learn as reported by teacher educators and perceived by pre-service teachers and pre-service teachers’ general pedagogical knowledge, mathematics pedagogical content knowledge, and mathematical content knowledge. The sample comprised 909 pre-service teachers from two different teacher education tracks (vocational school vs. university) and their 43 teacher educators. The results provided the first empirical evidence that opportunities to learn reported by teacher educators are highly relevant for pre-service teachers’ knowledge. This strengthens calls to focus on the role of teacher educators in both research and practice.
42
Worley, Paul, Anne Martin, David Prideaux, Richard Woodman, Elizabeth Worley, and Michael Lowe. "Vocational career paths of graduate entry medical students at Flinders University: a comparison of rural, remote and tertiary tracks." Medical Journal of Australia 188, no. 3 (February 2008): 177–78. http://dx.doi.org/10.5694/j.1326-5377.2008.tb01567.x.
43
Martin, Cathie Jo. "Imagine All the People." World Politics 70, no. 3 (June 19, 2018): 398–442. http://dx.doi.org/10.1017/s0043887118000023.
Анотація:
In light of their nineteenth-century political economies, why did poor, agricultural Denmark become a leader in public, mass primary education (1814) and a multiple-track education system that included vocational training, while rich, industrial Britain did not create public, mass schooling until 1870, and embrace a one-track, academic secondary-education system? The author argues that literary narratives shed light on these cross-national differences. Danish narratives imagined education as social investment for a strong society; diverse educational tracks were necessary to meet the varied skills needs of the economy. British narratives portrayed schooling as essential to self-development and to cultivating the ideal individual. The author uses a close reading of texts and computational linguistics analyses of 521 Danish and 562 British works of fiction from 1700 to 1920 to document the different portrayal of education in the two countries. Case studies show that writers are crucial political actors in important reforms and understudied political agents in policy development stories. The method allows the author to evaluate empirically the complex relationship between culture and political outcomes, to falsify cultural claims, and to improve on thin, vague, national cultural arguments. The article shows how literature helps to reconcile the contradictions embedded in diverse models of governance. Literature provides a site for reworking cultural symbols in response to societal struggles over exogenous change, and provides a source of continuity at moments of institutional change.
44
Schels, Brigitte, Corinna Kleinert, Melanie Fischer-Browne, and Lea Ahrens. "Compromises between Occupational Aspirations and VET Occupations—a Contribution to the Reproduction of Social Inequalities?" Zeitschrift für Soziologie 51, no. 2 (June 30, 2022): 154–73. http://dx.doi.org/10.1515/zfsoz-2022-0011.
Анотація:
Abstract Many school leavers cannot fulfil their occupational aspirations when entering vocational education and training (VET), and have to make compromises. This study asks what form these compromises take by examining multiple extrinsic occupational dimensions, and investigates differences by social background. Data for VET entrants from lower and intermediate school tracks from the German National Educational Panel Study (NEPS-SC4) are combined with occupation-specific data. The cluster analysis reveals four distinct patterns of compromise: 1) upward moves and 2) downward moves in multiple extrinsic attributes, 3) concessions in firm size and wage, and 4) concessions in regular working hours and status. Multinomial logistic regressions indicate that compromise formation is hardly socially stratified in terms of parental education and occupational position. Compared to natives, VET entrants from second-generation migrant families are more likely to move upward into relative better training occupations than occupations originally aspired to.
45
Alfonsi, Livia, Oriana Bandiera, Vittorio Bassi, Robin Burgess, Imran Rasul, Munshi Sulaiman, and Anna Vitali. "Tackling Youth Unemployment: Evidence From a Labor Market Experiment in Uganda." Econometrica 88, no. 6 (2020): 2369–414. http://dx.doi.org/10.3982/ecta15959.
Анотація:
We design a labor market experiment to compare demand‐ and supply‐side policies to tackle youth unemployment, a key issue in low‐income countries. The experiment tracks 1700 workers and 1500 firms over four years to compare the effect of offering workers either vocational training (VT) or firm‐provided training (FT) for six months in a common setting where youth unemployment is above 60%. Relative to control workers, we find that, averaged over three post‐intervention years, FT and VT workers: (i) enjoy large and similar upticks in sector‐specific skills, (ii) significantly improve their employment rates, and (iii) experience marked improvements in an index of labor market outcomes. These averages, however, mask differences in dynamics: FT gains materialize quickly but fade over time, while VT gains emerge slowly but are long‐lasting, leading VT worker employment and earning profiles to rise above those of FT workers. Estimating a job ladder model of worker search reveals the key reason for this: VT workers receive significantly higher rates of job offers when unemployed, thus hastening their movement back into work. This likely stems from the fact that the skills of VT workers are certified and therefore can be demonstrated to potential employers. Tackling youth unemployment by skilling youth using vocational training pre‐labor market entry therefore appears to be more effective than incentivizing firms through wage subsidies to hire and train young labor market entrants.
46
Lengyelova, Kristina, and Nefeli Dimopoulou. "Benchmarking of the e-Learning Quality Assurance in Vocational Education and Training: Project Results." Quality Innovation Prosperity 27, no. 2 (July 31, 2023): 1–15. http://dx.doi.org/10.12776/qip.v27i2.1855.
Анотація:
Purpose: The paper aims to present project No. 2020-1-SK01-KA226-VET094266 BEQUEL and partial results of the benchmarking questionnaire. Methodology/Approach: The starting point for the project solution was an analysis of the current state of ensuring the quality of e-learning in vocational training and education in the partner countries of the project (Slovakia, Greece, Spain, and Italy) and an overview of laws and regulations valid at the European level and in the world. A benchmarking survey was conducted to determine the level of e-learning quality assurance in these countries compared to good practices in the European Union. The Benchmarking Badge published monthly on the www.bequal.info portal tracks changes over time. Findings: The average standard for the four involved countries after the pandemic was the level for VET (Vocational Education and Training) providers: (1) strategy and policy for e-learning 71.6%, (2) support for trainers and trainees for e-learning 70.4, (3) infrastructure support for e-learning 74.9%, (4) program/course design and development and approval for e-learning provision 75.8%, and (5) e-learning training program evaluation procedures 67.9%. Research Limitation/Implication: On the one hand, the project was limited by the measures of the Covid-19 pandemic, during which face-to-face meetings and training were not allowed. Still, on the other hand, the VET providers recognised their weaknesses, strengths, and readiness for complete online education. Originality/Value of paper: Examples of good practice and video presentations inspire improving the quality of e-learning in VET.
47
Tarabini, Aina, and Judith Jacovkis. "Las transiciones a la educación secundaria post obligatoria en Cataluña: Un análisis desde la sociología de la política educativa." education policy analysis archives 28 (July 6, 2020): 102. http://dx.doi.org/10.14507/epaa.28.4860.
Анотація:
Transitions to upper secondary education are crucial to explain different degrees of social selectivity in diverse education systems. In Catalonia these transitions are especially relevant as the education system is formally comprehensive until the end of compulsory secondary schooling, and only at this point the system is divided in two different tracks: the academic and the vocational. The aim of the paper is to analyse the structural, institutional and discursive articulation of this transition point from the perspective of the sociology of the education policy. Specifically, the paper explores three dimensions of analysis: the structure of the education system, the planning of the supply, and the guidance models. The analysis is based on 28 in-depth interviews with policy makers and stakeholders in the field of upper secondary education in Barcelona. The results point out to the relevance of the political-institutional articulation, contradictions, tensions and omissions of different education systems in setting unequal opportunities of educational transition.
48
Yiu, Lisa, and Jennifer Adams. "Reforming Rural Education in China: Understanding Teacher Expectations for Rural Youth." China Quarterly 216 (November 19, 2013): 993–1017. http://dx.doi.org/10.1017/s0305741013001136.
Анотація:
AbstractThe Chinese state's commitment to improve teaching quality in rural regions is a key component of national efforts to close the rural–urban education gap. In this paper, we investigate an understudied but critical dimension of quality teaching: teacher expectations. We employ longitudinal data gathered in Gansu Province in 2000 and 2007 to first examine whether teacher expectations for rural youth are conditioned by students’ social origin and teacher background characteristics. Next, we determine the predictive accuracy of their expectations. Our results highlight the ways in which teacher expectations condition the sorting of rural children among different schooling tracks with distinct life trajectories. Significantly, teachers are more likely to hold lower expectations for students from disadvantaged backgrounds. In addition, non-local teachers hold lower expectations for rural children compared to local teachers. Finally, a low percentage of teachers expect students to enrol in post-compulsory vocational education. We consider the implications of these results for both educational policy and social inequality.
49
Бедарева, Л. Ю., and Е. В. Ломтева. "Educational trajectories of 9th grade graduates: Regional features." Vocational education and labour market, no. 2(49) (June 30, 2022): 103–18. http://dx.doi.org/10.52944/port.2022.49.2.007.
Анотація:
Предмет. Возрастающий интерес молодежи к системе среднего профессионального образования (СПО), особенно со стороны выпускников 9-х классов, достоин всестороннего изучения, в том числе в плане анализа процессов приема в профессиональные образовательные организации (ПОО) с целью выявления возможной дополнительной нагрузки на региональные системы СПО и принятия в связи с этим органами управления образованием необходимых и своевременных управленческих решений, в равной степени удовлетворяющих потребности как молодежи, так и работодателей.Цель статьи — анализ особенностей образовательных треков выпускников 9-х классов «школа — СПО» в различных субъектах Российской Федерации. Методы. Исследование основывается на изучении данных, полученных из федеральных статистических форм отчетности ОО-1 и СПО-1 за 5 лет (с 2017 по 2021 годы), и проведено методом математического анализа данных. Для наибольшей наглядности результаты представлены в виде инфографики.Результаты. Анализ приема в ОО СПО на основе статистических данных позволил выявить региональную неоднородность востребованности молодыми людьми обучения в системе СПО, а также определить основные тренды выбора регионов обучения. Выявлено, что интерес к обучению в системе СПО наблюдается не только по программам подготовки специалистов среднего звена, но и по программам подготовки квалицированных рабочих, в том числе и на договорной основе.Практическая значимость. Результаты исследования, изложенные в статье, могут быть использованы при принятии управленческих решений как на уровне профессиональной образовательной организации, так и на региональном уровне в части совершенствования профориентационной работы и утверждения контрольных цифр приема. Background. The recently changing interest in the system of secondary vocational education among young people, especially among graduates of 9th grade, creates a need to analyse admission to educational organisations that implement educational programmes of secondary vocational education (SVE) in order to identify possible additional burden on regional systems SVE and for the education authorities to adopt necessary management decisions for a timely decision to meet the demand both of the youth and of the employers.Objective. Analysis of the features of 9th grade graduates’ educational tracks “school — secondary vocational education” in various regions of the Russian Federation.Methods. The study is based on the study of data that was being obtained from the federal statistical reporting forms OO-1 and SPO-1 for 5 years, from 2017 to 2021, and was carried out using the method of mathematical data analysis. For the greatest clarity, the results are presented in the form of infographics.Results. The analysis of admission to vocational education organisations made it possible to identify regional heterogeneity in young people’s demand for training in the vocational education system, as well as to determine the main trends in the choice of regions for studying. It was revealed that interest in training in the vocational education system is observed not only in training programmes for mid-level specialists, but also in training programmes for skilled workers, including studying on a contractual basis.Practical significance. The results of the study presented in the article can be used for making managerial decisions at the level of a professional educational organisation and at the regional level in the case of career guidance work and establishment of admission control figures.
50
Zimmermann, Barbara, and Simon Seiler. "The Relationship between Educational Pathways and Occupational Outcomes at the Intersection of Gender and Social Origin." Social Inclusion 7, no. 3 (September 5, 2019): 79–94. http://dx.doi.org/10.17645/si.v7i3.2035.
Анотація:
In this article, we are interested in the differences in the educational pathways and subsequent labour market outcomes by social origin and gender. We apply sequence analyses to model the educational trajectories and conduct regression analyses to determine how the individual’s own social status and the salary at labour market entry differs. First, our results show that educational pathways vary by parental status and gender when controlling for reading and mathematics/science skills. Men and pupils with a lower socioeconomic background are overrepresented in vocational education, whereas women and pupils with a more privileged socioeconomic background more often pursue general and academic tracks. Second, these different trajectories lead to unequal occupational status and income. Besides these indirect effects, significant direct effects of parental status and gender on the individual’s own occupational status and salary can be found. Together, these findings provide a broad overview of the emergence of inequalities by gender and social origin over the early life course, ranging from differences in skills learned in school to labour market outcomes.