排序方式： 共有155条查询结果，搜索用时 15 毫秒
71.
《Research Policy》2019,48(10):103668
Policies and politics are crucial elements of sustainability transitions. Transition pathways unfold as a result of continuous struggles of actors over policy goals and instruments. Taking a policy mix perspective, we study policies and policy preferences of key industry actors in the ongoing energy transition at the level of the European Union. We introduce two central analytical dimensions for transition pathways: the degree of sustainability (here: renewable energy ambition) and the degree of disruption (here: whether to pursue centralized or decentralized energy system configurations). We find that the current EU energy policy mix is heterogeneous with respect to the issue of (de-)centralization, whereas most policies and actors express high or moderate ambitions for renewable energy. Our paper makes three contributions. It demonstrates how actors and policy preferences can be explicitly included in the study of policy mixes. To the literature on transition pathways, we introduce sustainability as another key dimension in addition to disruption. Lastly, we propose a novel methodology for analyzing the politics of transition pathways. 相似文献
72.
《Research Policy》2019,48(10):103758
Climate change and sustainable development are the defining challenges of the modern era. The field of sustainability transitions seeks systematic solutions for fundamental transformations of socio-technical systems towards sustainability, and exploring the role of policy mixes has been a central research agenda within the field. In the extant literature, there exists a lack of both conceptual and empirical research on the vertical dimension of policy mixes for sustainability transitions. This study provides a multilevel and evolutionary interpretation of the vertical interactions of policy mixes in the process of industrial path development towards sustainability transitions. An exemplary case of solar water heating (SWH) technology in Shandong Province in China is presented, capturing both the bottom-up and top-down processes of interactions. On the one hand, urban-level policy initiatives can inform higher-level policymaking; on the other hand, national-level priorities can greatly configure policy strategies for lower-level governments. Moreover, as the industry matures, the interactions of multilevel policy mixes evolve from simpler, unidirectional patterns to more complex, bidirectional ones through a vertical policy-learning feedback mechanism. This study generates two important policy implications that extend beyond the Chinese context: first, dynamic vertical interactions between multilevel governments indicate the need to develop more nuanced perspectives on the design of policy mixes; second, policy makers need to hold a more dynamic view of policy mixes by recognizing their temporal and coevolutionary nature through the policy learning process. 相似文献
73.
Kristoffer Chelsom Vogt 《Journal of Education & Work》2018,31(1):47-58
Based on biographical interviews from a three-generation study in Norway, this article examines the place of the contemporary ‘gap year’ within life course transition trajectories and intergenerational relations embedded in wider patterns of social inequality. Under the heading of taking a gap year, young people on academic transition trajectories are often granted a time out after upper secondary, during which they can recuperate from competitive school experiences and resolve uncertainties about which type of higher education to pursue. For those following vocational transition trajectories, in contrast, a gap year appears irrelevant and out of the question. The timing of their educational decisions in the life course does not coincide with arrangements for a legitimate break. Whereas a gap year before university may be seen as understandable and even beneficial, a person taking a break before or during vocational education is more likely to be described as a ‘dropout’ or an ‘early school leaver’. Based on empirical analysis, the article discusses similarities and differences between contemporary gap years in Norway and what Erik Erikson described as the institutional moratorium. Young people’s access to the moratorium of a gap year appears to be a privilege unequally distributed in the population. 相似文献
74.
This article describes two young Norwegian ethnic-minority girls in their efforts to involve social networks and to position themselves as learners in the transition between lower and upper secondary school. The article explores how they experience future possibilities represented by education and how they use resources in negotiating their everyday lives. We use the concept of social gendered positional identities to study how educational choices are individually and collectively formed and enacted in these girls’ everyday figured worlds. The study builds on ethnographic data collected by following two classmates across multiple settings over two years. We develop biographical cases to demonstrate how cultural factors relevant to learning emerged in particular contexts. The article concludes that gendered positions and choices made in educational transitions are connected and that meta-reflections on personal identity can help students to make decisions about the future. 相似文献
75.
This study investigates the managerial career development of two Arab women, pioneer principals within the Arab education system in Israel. Using in-depth interviews relating to the characteristics of the different stages leading up to and within their careers as school principals (childhood and academic studies; the struggle to achieve the position; and the period in their position as principal), the study reveals the characteristics and evolution of their managerial style. The research findings indicate that these are two highly motivated women who dared to swim against the tide from an early age and achieved their positions, albeit with the support of their families, but not without serious battles. As the first women principals in their communities they continue to develop, while coping with the norms of Arab patriarchal society, where they need to prove that, despite their gender and the associated expectations, they are effective leaders. This necessitated their initial adoption of an authoritarian administrative style, which they eventually adapt into a more empathetic style. The study contributes to the study of female management styles by showing the evolution of the two women's management styles within the context of their traditional society, thereby questioning previous studies that see women's management styles as a static phenomenon. 相似文献
76.
Lisbeth Lundahl Michael Lindblad Anders Lovén Gunilla Mårald Gudrun Svedberg 《Journal of Education & Work》2017,30(1):39-52
This article aims to deepen understanding of the trajectories through school and into adulthood of people who did not attain valued qualifications from upper secondary school (‘non-completers’), and explore the fruitfulness of careership theory for such analysis. It is based on interviews with 100 young Swedes: 81 non-completers and 19 who had attended special upper secondary schools catering for young people with mild cognitive disability. Their narratives portray sparse socio-economic resources and difficult family situations, learning problems and marginalisation processes in school. They commonly learned to perceive themselves as failures and ‘different’. Framed by narrow horizons of action, these young people’s careers were mostly characterised by enforced rather than self-initiated turning points. Often leading to unemployment and economic problems, leaving secondary school was less of a turning point than a continuation of failure, even if completing adult education and getting a job were regarded as self-initiated, positive shifts. We conclude that careership theory was useful for analysing and understanding the careers of the young people concerned. However, distinguishing between ‘routines’ and ‘turning points’ became especially difficult when studying lives of these young people hemmed in by sparser resources, fewer choices and less stable career trajectories than their peers. 相似文献
77.
Sue Maguire 《Educational research; a review for teachers and all concerned with progress in education》2015,57(2):121-132
Background: The UK, like most countries across Europe and other advanced economies, has experienced an alarming rise in the levels of young people (aged between 16 and 24 years) who are detached from both the labour market and the education and training system. In the UK, there are nearly a million 16–24-year-olds who are recorded as being not in education, employment or training (NEET). For governments throughout Europe, the need to address high levels of youth unemployment and social disengagement has become an urgent priority. As a result, policy-makers are faced with the challenge of developing effective interventions to prevent these levels being sustained over the longer term, with potential scarring effects on successive generations, and concomitant economic and social impacts.Purpose: This paper will inform the development of policy and practice targeted at NEET prevention and reintegration of those young people who have become NEET, with suggestions for areas to be addressed and methods and mechanisms which might be incorporated into programme implementation. The paper highlights gaps in our knowledge and understanding of the size, characteristics and geographical distribution of young people in the NEET group in England, and questions the continued relevance of the term ‘NEET’ to capture youth disengagement.Sources of evidence: After drawing on Europe-wide data to present a picture of the scale of youth unemployment throughout the continent, official UK data are used to drill down to specific issues which are the focus of the piece, in particular, the regional disparities in the size of the group whose destination is ‘unknown’. This is discussed in the context of a range of literature relating to the emergence of the term ‘NEET’ and the characteristics of the NEET group. A review of current policy intervention in England to tackle the NEET ‘problem’ is also presented.Main argument: This paper will suggest that the implementation of effective policy interventions to address the ‘NEET’ issue is highly problematic, due to three overriding concerns. These are: (a) a lack of clarity in the definition of this group in England; (b) inadequacies in determining with any precision how many under-18s there are in this group, or where they are located, leading to large numbers whose post-education destination is ‘unknown’; and (c) misguided stereotyping of NEET young people’s behaviour, attitudes and aspirations. These problems have partly been exacerbated by budget cuts and changes to guidance and support services, as well as inadequacies in mapping and tracking systems.Conclusions: The paper concludes with recommendations that policy development must, in the first instance, be underpinned by robust and reliable data about the size and composition of the group, derived from impartial, independent mapping and tracking services. Furthermore, policies designed to reduce the NEET population should include measures which tackle NEET prevention, re-engagement strategies for the hardest to reach groups and active labour market policies for the young unemployed. 相似文献
78.
Zoyah Kinkead-Clark 《International Journal of Early Years Education》2015,23(1):67-82
The aim of this small-scale, qualitative study is to understand the perspective of varying stakeholders responsible for student transitions from pre-primary to primary school in the Jamaican context. The questions that guided the research are: What factors affect student transitions to primary school? What skills do children need in order to successfully transition? and Who/what is responsible for preparing students to transition from pre-primary to primary school? To answer these questions a representative from the Early Childhood Commission, 13 parents and 16 Grade 1 teachers from 12 schools across the island of Jamaica were interviewed. Findings reveal that student transitions from pre-primary to primary school need systematic attention particularly in light of how this impacts on student success, not only in primary school, but in their secondary years as well. The data also reveal that a major issue affecting student transitions is the quality of pre-primary education and parenting practices in the early years. Also highlighted are the differing perspectives of teachers and parents on the skills needed for success in primary school. Parenting programmes and professional development for both parents and teachers, respectively, are critical if strides are to be made. 相似文献
79.
Completion rates are one measure of the success of apprenticeship training. But little is known about outcomes for youth who begin an apprenticeship in high school. This paper draws primarily on interviews with youth who did not continue training or work in their high school apprenticeship trade in two Canadian provinces. Our analysis focuses on why these youth decided to enrol in high school apprenticeship, why they did not continue and what they did afterwards. Findings suggest that a narrow focus on apprenticeship training completion diverts attention from the complex learning and work transitions experienced by most youth. Instead of assuming a linear pathway from school-to-trades work, we argue that partners involved in high school apprenticeship and policy-makers could do more to raise student awareness of multiple trajectories and skills transfer, make apprenticeship training more expansive, and increase the flexibility of pathways by providing greater articulation between different post-secondary education pathways and opportunities to change direction. 相似文献
80.