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1.
Since the 1990s, the Swedish education market has gone through a dramatic transformation due to the introduction of voucher-funded independent schools. We make use of data on school applications to condition on student preferences for independent versus public education, and estimate a positive relationship between independent upper secondary school attendance and grades, graduation rates, and post-secondary education. We however also find strong indications of more lenient grading standards in independent schools, especially in schools organized as for-profit entities and in schools with a low share of qualified teachers. Our results suggest that, although independent school attendance seems to benefit the individual students in terms of higher grades and increased transition to post-secondary studies, grade inflation in the Swedish upper secondary independent schools may be a serious problem.  相似文献   

2.
This article deals with the evolution of inequalities in access to tertiary education in the Czech Republic since 1989. Following the 'velvet revolution' in 1989, the demand for both secondary school education (with a secondary school diploma) and post-secondary education has grown considerably. The opening hypothesis of this article is that there has been an increase in educational inequalities in the Czech Republic since 1989 resulting from the unequal development of the secondary and tertiary sectors of the educational system. The author starts with the findings of Gerber and Hout (1995) and Gerber (2000), that the pressure caused by an excess of applicants between these two levels of education disadvantages the lower social strata. Using logistic regression, the author models the influence of social origin on the likelihood of a successful transition from secondary school to post-secondary school in the period 1948-99. The hypothesis of the growing influence of social origin on success in the transition between secondary and post-secondary schools in the 1990s was not, however, confirmed. On the contrary, the trend after 1989 testifies rather to a decrease in inequalities in access to post-secondary education|spagf|ro|epagf|.  相似文献   

3.
The paper analyzes the labor market outcomes of graduates of post-secondary technical and vocational education and training (TVET) in the Philippines. Using household data for 2015–2016, the results show significantly higher wages for TVET graduates relative to those who entered the job market with a secondary school education or below. However, individuals who both trained in TVET and pursued tertiary (university) education tend to have a lower wage than those with secondary school education or below. This counterintuitive result may be partly explained by the tendency for such dual-level individuals to complete the lowest level of TVET. Graduates of TVET are found more likely to be employed compared to individuals who only studied at secondary school or below as well as those who studied at the tertiary level.  相似文献   

4.
《欧洲教育》2013,45(4):15-25
By "higher education" is meant all types of tuition provided by universities, colleges, and other post-secondary educational institutions which may be attended by students who have either completed their three-year upper secondary program and have passed their final examination, or who can prove that they have reached a corresponding level of competence. Higher education used to be the prerogative of those who had passed their final examination at the old gymnas (high school); this examination, known as examen artium, may be defined as the Norwegian equivalent of the British GCE "A" Level examination, the German Abitur, or the French baccalauréat.  相似文献   

5.
Bridge-building activities are practiced widely in the education systems of Europe. They are meant to bridge transitions between lower and upper secondary school and form a mandatory part of the youth guidance system in Denmark. By giving pupils the opportunity to experience the different educational context of upper secondary school, bridge-building activities are meant to facilitate their decision-making on educational paths, but also to attract more and new groups of pupils. However, the premises of the inherent differences of educational contexts and of pupils’ lacking knowledge of upper secondary education can be questioned. In this ethnographic case study of a bridge-building project in a rural area in Denmark, we analyse the implicit knowledge of the general upper secondary school, as it is practiced in a bridge-building project, and how it is experienced by the pupils on the background of their prior knowledge. The analysis is theoretically informed by especially the code concepts of Basil Bernstein.  相似文献   

6.
University enabling programs, worldwide, generally target high school students who excel at school, or post-secondary students who have underperformed in their university entry examinations. Murdoch University provides an access program for Year/Grade 12 students who are not on a university pathway during their final year of high school. This intervention engages students at a transitional stage of cognitive development to: (a) determine their readiness to move to the next level of their cognitive thinking; (b) facilitate that process through collaborative learning; (c) support and nurture university aspirations and (d) provide a direct transition pathway from secondary to higher education. The influence of Vygotsky's zones of proximal development in the context of this program is discussed, and by comparing the performance of these students in their first year of university with other domestic-entry students, we argue that this enabling program prepares them for successful transition into higher education.  相似文献   

7.
Opening up educational paths and especially decoupling educational courses and final school qualifications are seen as important aspects of the modernization of Swiss education. The study presented here investigates to what extent this de-linking actually took place in the case of the Swiss canton Freiburg. 525 pupils from German-speaking schools were observed in their progress from the end of primary school (year 6) to the transfer into the upper secondary level Gymnasium (year 10) or into alternative educational routes. Indeed, almost half of the young people, who went to the Gymnasium, previously studied at a middle-level general secondary school and not the preparatory Progymnasium; a strong indication of decoupling. Furthermore, the study shows that entry into the upper secondary level Gymnasium is still possible for pupils despite weak performance at primary level. Irrespective of the evidence for an opening of the education system, the findings also show that attending a Progymnasium has a significant effect on school biographies. The chance of transferring into the upper secondary level Gymnasium is twice as high for graduates, who attended a Progymnasium, as for comparative pupils, who did not. Additionally, a privileged social background correlates with a high chance of entry into the upper secondary level Gymnasium.  相似文献   

8.
Apprenticeships are required for many trades and can take different forms. In Sweden, one form can be viewed as a pathway where students complete a three-year-long vocational education in upper secondary school followed by a post-secondary apprenticeship in a particular trade. Another takes the form of vocational training within the framework of upper secondary school through an apprenticeship. This study analyses how a more clearly defined apprenticeship curriculum can provide sufficient knowledge to identify and understand learning outcomes in apprenticeships. A theoretical framework of an apprenticeship curriculum is used in the analytical work. The findings show that educational goals are often overlooked during apprenticeships, and thus a deliberative education is overridden by deliberative learning that stems from and is closely connected to the individual’s own perception of what to learn. By constituting an apprenticeship curriculum, this article contributes to an enhanced understanding of how to analyse vocational learning, and thus adds important elements to the research field.  相似文献   

9.
Hispanics/Latinos are the fastest growing minority group in the US, and represent a diverse variety of ethnic groups with unique heritages. Yet educational and social research often analyzes this group in aggregate. This research, employing 1980 high school senior longitudinal data from the High School and Beyond project, demonstrates substantial differences in post-secondary educational attainment between some Hispanic/Latino groups. Net of a number of individual, socio-economic, family and high school background variables, logit analysis shows that Mexican Americans are significantly below others in post-secondary educational attainment after high school. The results are discussed in regard to future research adopting analysis of individual Hispanic/Latino groups rather than employing the aggregate measure which can substantially misrepresent the relationship between component Latino/a groups and educational attainment.We are indebted to Robert Kaufman for consultation on methodological and statistical approaches; and to Michael Hughes, James Michaels, and Ellen Plummer for helpful suggestions for revision on earlier versions of this paper. This paper is based in part on a Master’s thesis by the first-named author.  相似文献   

10.
《欧洲教育》2013,45(2):16-38
The development of the Finnish educational system has now reached an important stage. The establishment of the comprehensive [polyvalent] school has been completed. The new school system has been extended to the whole of Finland for the school year 1977-1978. A law defining the modalities of the reform of secondary education in the second cycle and technical and vocational education was promulgated in 1978. The planning of the implementation of this reform of secondary education has begun and will terminate in the middle of 1980. The reform of post-secondary education will be fully achieved by the school year 1988-1989.  相似文献   

11.
Ontario, a province located in central Canada, has a population of over 8 million people. Although the total area of the province is over 400,000 square miles (over I million square kilometres), the overwhelming majority of the population lives in southern Ontario, which includes less than one-third of the area of the province.The Ontario school system offers elementary and secondary education to all children and young persons able to profit from instruction. The school programme covers kindergarten, eight years of elementary instruction, and five years of secondary school. Compulsory school attendance has been enforced since 1870. At present the age of compulsory attendance is 6 to 16; kindergarten is voluntary at the age of 5, but nearly all children of this age are enrolled. Since the second half of the 1960s, junior kindergarten is being offered in many schools, and by 1974 the percentage of Ontario's 4-year-olds enrolled in junior kindergarten was 33 per cent. As far as the secondary school is concerned, in 1974/75 the net enrolment rate1 of persons age 16 was 87 per cent; of age 17, 69 per cent; and of 18, 34 per cent.The post-secondary educational system consists primarily of two major components: community colleges with over ninety compuses serving all the major economic regions of Ontario; and universities.The community colleges were introduced in the 1960s with the main purpose of providing joboriented programmes beyond the secondary level for high-school graduates who require post-secondary training and education other than university. They also offer programmes to meet the educational needs of adults and out-of-school youth, whether or not they are secondary-school graduates.In 1975/76 the post-secondary enrolment of full-time students in community colleges was about 60,000, and in universities about 160,000. However, the number of part-time credit students enrolled in colleges considerably exceeds full-time enrolment, while the number of part-time university students reached 75,000. In addition, many hundreds of thousands of adults participate in non-formal learning opportunities offered by the colleges and universities, as well as by a great variety of other organizations, such as the local school board, social, community and cultural organizations, municipal authorities, private schools, sports and interest clubs, etc. author of numerous educational films, television programmes and publications, among others, Broadcasting for Adult Education: A Guidebook to World-wide Experience (Unesco Press).  相似文献   

12.
《欧洲教育》2013,45(4):62-64
The Committee on the Upper Secondary School has submitted its report to the Minister of Education. The report contains proposals which could result in a major restructuring of upper secondary education to take account of the new role being attributed to the upper secondary school, namely that of giving all pupils who have completed comprehensive school either vocational training or a basis for further studies at higher education level. In 1960, 24 percent of 17-year-olds continued in upper secondary education. Pupil numbers can be expected to go on increasing until 1985.  相似文献   

13.
Not completing upper secondary education is often presignaled by truancy from school. Student-perceived social support from family, peers, and teachers can prevent truancy and the risk of not completing education. However, prior studies have not focused on the stability of social support across school transitions. This longitudinal study of 1901 Finnish students examined the extent to which social support was stable or specific to primary, lower secondary, and upper secondary schools. Moreover, we examined whether support was associated with not completing upper secondary education in normative time and whether truancy mediated the relationship between support and not completing education. The analyses showed that most variance in social support was context-specific; family and peer support was related to truancy and not completing education; and truancy acted as the mediator. The findings underscored the importance of stable social support over school transitions in reducing the likelihood of truancy and not completing education.  相似文献   

14.
Abstract

The National Institute for Environmental Health Sciences has called for targeted efforts to engage underserved youth in environmental education programs that support environmental literacy and contribute to the development of a diverse workforce pipeline for environmental science-related occupations. Evidence suggests that career knowledge among low income and minority youth is more likely to be incompatible with post-secondary educational opportunities than other racial and ethnic groups. One approach to attenuating discordant college and career expectations among underserved youth is building networks for information sharing between secondary and post-secondary students. The purpose of this commentary is to describe the development and implementation of a high school curriculum on environmental science and environmental justice by Texas A&M University in collaboration with community engagement partners, students, and teachers at Furr High School, an innovative XQ Super School in Houston, Texas.  相似文献   

15.
The aim of this study was to investigate the development of metacognitive strategy knowledge (MSK) during schooling at the upper secondary education level and to examine its relation with individual student characteristics. This longitudinal study with two measurement points analyzed a sample of students in grades 10 and 11 from 19 schools preparing students for university in Switzerland. The findings showed no development of MSK within a single year of school. Individual differences appeared in the level and the change of MSK over time. Female students as well as students with higher SES displayed higher MSK than male students and students with lower SES at the first measurement point. Furthermore, SES predicted changes in MSK over time. Between learning motivation and MSK as well as self-efficacy and MSK, high correlations were found at t1. Neither learning motivation nor self-efficacy had an effect on the change of MSK over time. The results show that there is still substantial potential for MSK development at the upper secondary education level. Implications for education and further studies are discussed.  相似文献   

16.
This article reviews some studies of individual demand for higher education undertaken during the 1970s. It argues that although lifetime earnings are positively related to educational qualifications, rates of return to education do not seem to matter much for either public or private educational decisions. Public educational decisions seem to be affected more by such factors as the inertia of the system, expected externalities of socio-political importance, which are not measurable and, therefore, are excluded from the rate of return calculations and some educational objectives, such as meeting social demand and for ensuring equal opportunities to all individuals, which public authorities adopt at any time period. On the other hand, pupils' educational plans for post-secondary education were found to be greatly influenced by their scholastic achievement, sex and socio-economic status. It was also found that the economic factor which clearly enters into their decisions function, is initial salary differentials. However, a high proportion of pupils do not possess this information. It is also argued that individual demand for post-secondary education could be estimated with a high degree of approximation on the basis of pupils' scholastic achievement at secondary school, sex and socio-economic status. The pupil's ability to finance his further studies, particularly the poor student and in the absence of grant or loan systems is of great importance.  相似文献   

17.
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18.
Generations of students are graduating from secondary school disinterested in post-secondary study of science or pursuing careers in science-related fields beyond formal education. We propose that destabilising such disinterest among future students requires science educators to begin listening to secondary school students regarding their views of how science learning is made interesting within the science classroom. Studies on students’ interest in response to instructional strategies applied in the classroom communicate the opinions (i.e. the ‘voice’) of students about the strategies they believe make their classroom learning interesting. To this end, this scoping study (1) collects empirical studies that present from various science and non-science academic domains students’ views about how to make classroom learning interesting; (2) identifies common instructional strategies across these domains that make learning interesting; and (3) forwards an instructional framework called TEDI ([T]ransdisciplinary Connections; Mediated [E]ngagement; Meaningful [D]iscovery; and Self-determined [I]nquiry), which may provide secondary school science teachers with a practical instructional approach for making learning science genuinely interesting among their students within the secondary school science classroom context.  相似文献   

19.
The aim of this study is to investigate the influence of family environment, school grade, performance and social behavior of students on educational trajectory. The research project Family-School-Job (FASE B) utilized a representative longitudinal sample of 454 students and their primary reference persons in the canton of Bern (Switzerland). Using step-wise logistic regression analyses, the study investigated the predictive value of family-based and individual determinants at the end of primary school for the transition to lower secondary schooling and for the development at upper secondary education (academic education or vocational training). The transition to lower secondary education was more strongly influenced by grades than by results of standardized performance tests. Parental expectation, parents’ socio-economic background and by classroom misbehavior were also important predictors.Parental expectations predicted educational pathways into secondary education whereas grades in German andgender were partially significant only. Parental expectations permit precise predictions of educational pathways, even when controlling for students’ grades and performance.  相似文献   

20.
Based on surveys undertaken by the Institut national de la statistique et des études économiques (France’s National Institute of Statistics and Economic Studies) and by the Direction de l'évaluation de la prospective et de la performance (Directorate of Evaluation, Forecasting and Performance), this article examines the evolution of female student enrollment in scientific streams in secondary and post-secondary education in France over a period of approximately 20 years, from 1985 to 2008. The aim is to study the changes and constants in girls’ choices in science and technology education. The results show that girls’ choices to study science and technology have undergone clear changes during this period. These changes have been positive at the secondary level, but rather more ambiguous at the post-secondary level. Both an appraisal of positive developments and the persistently low representation of women in scientific fields will be offered.  相似文献   

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