a column by Simeon Djankov and Elena Nikolova for VOX: CEPR’s Policy Portal
While the existing scholarship has explained long-run institutional development across countries with a variety of different factors, the literature remains largely silent on the role of religion.
Using survey data, this column shows that deep-rooted theological differences between Orthodoxy, and Catholicism and Protestantism affect life satisfaction and other attitudes and values in large parts of Europe today.
Although totalitarian governments suppressed religious activities, they preserved those aspects of Orthodoxy – such as tradition and communitarianism – which were helpful for advancing the communist doctrine.
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Showing posts with label transition. Show all posts
Showing posts with label transition. Show all posts
Sunday, 29 April 2018
Tuesday, 21 March 2017
Deprived neighbourhoods in transition: Divergent pathways of change in the Greater Manchester city-region
an article by Stephen Hincks (University of Manchester, UK) published in Urban Studies Volume 54 Issue 4 (March 2017)
Abstract
Many studies of neighbourhood change adopt a ‘bookend’ mode of analysis in which a baseline year is identified for a chosen outcome variable from which the magnitude of change is calculated to a determined endpoint typically over bi-decadal or decadal timeframes.
However, this mode of analysis smoothes away short-run change patterns and neighbourhood dynamics.
The implications of this practice could be far reaching if it is accepted that as neighbourhoods change they are liable to cross a threshold and transition from one state to another in the short- as well as longer-term.
In a case study of deprived neighbourhoods in the Greater Manchester city-region, this paper aims to contribute to neighbourhood change debates in two ways.
The first is by isolating transition pathways for individual neighbourhoods using annual change data.
The second is by testing the thesis that the more deprived a neighbourhood is, the more likely it is to respond with greater volatility to short-run shocks when compared with less-deprived neighbourhoods.
Four indicators collected annually between 2001 and 2010 are used to develop a typology of neighbourhood change and a subsequent typology of neighbourhood transition. The analysis exposed 260 different transition pathways that deprived neighbourhoods followed over the study period.
Multinomial logistic regression was then used to determine the odds of a neighbourhood undergoing transition along a specific pathway owing to its level of deprivation. The model revealed that the most deprived neighbourhoods were likely to follow more volatile transition pathways compared with the less-deprived neighbourhoods especially during periods of economic difficulty.
Abstract
Many studies of neighbourhood change adopt a ‘bookend’ mode of analysis in which a baseline year is identified for a chosen outcome variable from which the magnitude of change is calculated to a determined endpoint typically over bi-decadal or decadal timeframes.
However, this mode of analysis smoothes away short-run change patterns and neighbourhood dynamics.
The implications of this practice could be far reaching if it is accepted that as neighbourhoods change they are liable to cross a threshold and transition from one state to another in the short- as well as longer-term.
In a case study of deprived neighbourhoods in the Greater Manchester city-region, this paper aims to contribute to neighbourhood change debates in two ways.
The first is by isolating transition pathways for individual neighbourhoods using annual change data.
The second is by testing the thesis that the more deprived a neighbourhood is, the more likely it is to respond with greater volatility to short-run shocks when compared with less-deprived neighbourhoods.
Four indicators collected annually between 2001 and 2010 are used to develop a typology of neighbourhood change and a subsequent typology of neighbourhood transition. The analysis exposed 260 different transition pathways that deprived neighbourhoods followed over the study period.
Multinomial logistic regression was then used to determine the odds of a neighbourhood undergoing transition along a specific pathway owing to its level of deprivation. The model revealed that the most deprived neighbourhoods were likely to follow more volatile transition pathways compared with the less-deprived neighbourhoods especially during periods of economic difficulty.
Wednesday, 24 July 2013
The role of higher education in their life: Emerging adults on the crossroad
an article by Shu-Chen Chiang (National Taiwan Normal University) and Josh Hawley (The Ohio State University) published in New Horizons in Adult Education and Human Resource Development Volume 25 Issue 3 (Summer 2013)
Abstract
This study describes the experience of younger, so called “emerging” adults, as they transition to full-time work, focusing specifically on the role of education in this process.
When leaving their family-of-origin, emerging adults re-centre themselves to settle down in permanent identity and different role commitments. Our findings show that the weakening of institutional ties (like school) underlies the critical stage of emerging adulthood, particularly for the non-college bound group.
Education functions, however, as an avenue to upper levels of work as the non-college bound group come to grips with the challenge of obtaining good jobs. The process of job exploration and self-identification differentiates the stage of emerging adulthood from other stages in the life-span perspective, especially for those from low socioeconomic family.
In light of this, strategies to strengthen job exploration and self-identity through the education system are proposed.
Abstract
This study describes the experience of younger, so called “emerging” adults, as they transition to full-time work, focusing specifically on the role of education in this process.
When leaving their family-of-origin, emerging adults re-centre themselves to settle down in permanent identity and different role commitments. Our findings show that the weakening of institutional ties (like school) underlies the critical stage of emerging adulthood, particularly for the non-college bound group.
Education functions, however, as an avenue to upper levels of work as the non-college bound group come to grips with the challenge of obtaining good jobs. The process of job exploration and self-identification differentiates the stage of emerging adulthood from other stages in the life-span perspective, especially for those from low socioeconomic family.
In light of this, strategies to strengthen job exploration and self-identity through the education system are proposed.
Thursday, 18 July 2013
Supporting the educational transitions of looked after children at Key Stage 4: the role of virtual schools and designated teachers
an article by Jennifer Driscoll (Programme Director at the Department of Education and Professional Studies, King's College London, UK) published in Journal of Children’s Services Volume 8 Issue 2 (2013)
Abstract
Purpose
There has been little research on the education of looked after children over the current school leaving age of 16, although the underperformance of this cohort at Key Stage 4 (age 14-16) has been the subject of considerable academic commentary. This paper aims to contribute to understanding of the ways in which looked after young people nearing the end of compulsory education can be supported and encouraged to continue in education and training.
Design/methodology/approach
Interviews were undertaken with 12 designated teachers for looked after children and four virtual school heads, as part of the first stage of a three-year longitudinal study following 20 looked after children in England from years 11-13 (ages 15-18).
Findings
Participants identified particular challenges in ensuring a successful educational transition for looked after young people in year 11 and expressed concern at the cumulative effect of multiple transitions at this stage on young people’s lives. There appears, however, to be an increasing focus on and commitment to giving young people a “second chance” to acquire qualifications commensurate with their potential post-16. The comparative advantages and disadvantages of school and further education colleges for this cohort at Key Stage 5 are considered.
Practical implications
The implications of the forthcoming extension of the school leaving age for professionals supporting looked after young people post-16 are discussed.
Originality/value
The designated teacher for looked after children became a statutory role in 2009, and to date there has been little research on the role of these professionals, or the work of virtual schools.
Abstract
Purpose
There has been little research on the education of looked after children over the current school leaving age of 16, although the underperformance of this cohort at Key Stage 4 (age 14-16) has been the subject of considerable academic commentary. This paper aims to contribute to understanding of the ways in which looked after young people nearing the end of compulsory education can be supported and encouraged to continue in education and training.
Design/methodology/approach
Interviews were undertaken with 12 designated teachers for looked after children and four virtual school heads, as part of the first stage of a three-year longitudinal study following 20 looked after children in England from years 11-13 (ages 15-18).
Findings
Participants identified particular challenges in ensuring a successful educational transition for looked after young people in year 11 and expressed concern at the cumulative effect of multiple transitions at this stage on young people’s lives. There appears, however, to be an increasing focus on and commitment to giving young people a “second chance” to acquire qualifications commensurate with their potential post-16. The comparative advantages and disadvantages of school and further education colleges for this cohort at Key Stage 5 are considered.
Practical implications
The implications of the forthcoming extension of the school leaving age for professionals supporting looked after young people post-16 are discussed.
Originality/value
The designated teacher for looked after children became a statutory role in 2009, and to date there has been little research on the role of these professionals, or the work of virtual schools.
Tuesday, 9 July 2013
Nice house, good job: improving educational attainment in West Norfolk
a Young Foundation report by Mhairi Aylott and Nina Mguni published in June 2013
Introduction
The Borough Council of Kings Lynn and West Norfolk is leading an ambitious programme of action which aims to change the landscape of youth transitions in West Norfolk. The council wants to equip its young people to leave school with the skills to experience successful transitions to the next stage of their lives – be it employment, an apprenticeship or further study.
As part of this work, the Borough Council of Kings Lynn and West Norfolk approached The Young Foundation to conduct a combination of ethnographies and focus group work to explore young people’s experiences of growing up in Kings Lynn, with the goal of informing how future support for pupils is developed. We looked at what was causing students difficulties at key transition stages, variations between urban and rural experience, and how aspirations are formed.
Our recommendations for improving educational attainment focus on helping students to consider their future education or career early, supporting them through the difficult transition points identified, and involving the wider community in displaying the variety of options open to young people in West Norfolk and beyond. We also look at what’s working already, and how it can be expanded.
Full text (PDF 51pp)
Introduction
The Borough Council of Kings Lynn and West Norfolk is leading an ambitious programme of action which aims to change the landscape of youth transitions in West Norfolk. The council wants to equip its young people to leave school with the skills to experience successful transitions to the next stage of their lives – be it employment, an apprenticeship or further study.
As part of this work, the Borough Council of Kings Lynn and West Norfolk approached The Young Foundation to conduct a combination of ethnographies and focus group work to explore young people’s experiences of growing up in Kings Lynn, with the goal of informing how future support for pupils is developed. We looked at what was causing students difficulties at key transition stages, variations between urban and rural experience, and how aspirations are formed.
Our recommendations for improving educational attainment focus on helping students to consider their future education or career early, supporting them through the difficult transition points identified, and involving the wider community in displaying the variety of options open to young people in West Norfolk and beyond. We also look at what’s working already, and how it can be expanded.
Full text (PDF 51pp)
Friday, 5 July 2013
Social policy and transitions to training and work for disabled young people in the United Kingdom: neo-liberalism for better and for worse?
an article by Scott Yates (De Montfort University, Leicester, UK) and Alan Roulstone (Northumbria University, Newcastle upon Tyne, UK) published in Disability & Society Volume 28 Issue 4 (June 2013)
Abstract
Although New Labour distanced itself from the neo-liberal ‘underclass’ discourses of its predecessors, its approach to disabled young people maintained key aspects of neo-liberalism, particularly an emphasis on individuals’ human capital, aspirations and self-investments as causes of and solutions to disabled young people’s unemployment.
This is also apparent in early Coalition government statements.
Since the 1990s, policies have focused on providing individually-tailored advice, developing individuals’ skills, and motivating appropriate self-investment.
We examine recent evidence that highlights a number of problems with this focus. Notably,
Abstract
Although New Labour distanced itself from the neo-liberal ‘underclass’ discourses of its predecessors, its approach to disabled young people maintained key aspects of neo-liberalism, particularly an emphasis on individuals’ human capital, aspirations and self-investments as causes of and solutions to disabled young people’s unemployment.
This is also apparent in early Coalition government statements.
Since the 1990s, policies have focused on providing individually-tailored advice, developing individuals’ skills, and motivating appropriate self-investment.
We examine recent evidence that highlights a number of problems with this focus. Notably,
- it entails a simplistic and individualised notion of ‘barriers’ to employment that cannot account for the complex impacts of disablement and inequality;
- moves towards open-market models of training and work support create perverse incentives that divert support away from those most in need;
- employment success is dependent on unpredictable local opportunity structures; and
- the focus on paid employment undermines other social contributions made by disabled young people.
Tuesday, 2 July 2013
Give young people skills for life
an article by Liz Field (chief executive, Financial Skills Partnership) published in fenews.co.uk (June 2013)
Good careers advice has never been so important, particularly at this time as the UK experiences a rise in the number of youngsters classified as NEET (Not in Education, Employment or Training). Many concerns have been raised by parents and businesses about the quality of careers advice available to young people.
According to the recent Careers England research, there has been a dramatic reduction in the amount of professional careers guidance on offer at secondary schools. Many youngsters are at a loss as to where to go to find out about the various opportunities available to them in the world of work and some have an unrealistic view about the jobs that are available in the current economy.
Continue reading
Good careers advice has never been so important, particularly at this time as the UK experiences a rise in the number of youngsters classified as NEET (Not in Education, Employment or Training). Many concerns have been raised by parents and businesses about the quality of careers advice available to young people.
According to the recent Careers England research, there has been a dramatic reduction in the amount of professional careers guidance on offer at secondary schools. Many youngsters are at a loss as to where to go to find out about the various opportunities available to them in the world of work and some have an unrealistic view about the jobs that are available in the current economy.
Continue reading
Monday, 24 June 2013
Labour market outcomes of vocational education in Europe: Evidence from the European Union labour force survey
cedefop research paper number 32
This report focuses on the outcomes of vocational education and, in particular, on the transition from education to work in the current employment situation for young adults in the European Union.
Using anonymised microdata from the EU labour force survey 2009 ad hoc module, this is one of the first studies to undertake a large cross-country comparison of the labour market outcomes of different education orientations and levels. The report underlines that vocational education graduates experience initially positive labour-market outcomes relative to graduates of medium-level general education.
Vocational graduates enjoy a faster transition to work, are more likely to have a permanent first job, and are less likely to find a first job with a qualification mismatch. Additional country level analysis is complemented by an investigation of national institutional features as a possible explanation for cross-country differences in VET labour market outcomes.
Full text (PDF 84pp)
This report focuses on the outcomes of vocational education and, in particular, on the transition from education to work in the current employment situation for young adults in the European Union.
Using anonymised microdata from the EU labour force survey 2009 ad hoc module, this is one of the first studies to undertake a large cross-country comparison of the labour market outcomes of different education orientations and levels. The report underlines that vocational education graduates experience initially positive labour-market outcomes relative to graduates of medium-level general education.
Vocational graduates enjoy a faster transition to work, are more likely to have a permanent first job, and are less likely to find a first job with a qualification mismatch. Additional country level analysis is complemented by an investigation of national institutional features as a possible explanation for cross-country differences in VET labour market outcomes.
Full text (PDF 84pp)
Thursday, 30 May 2013
Transition From School to Work: Where Are We and Where Do We Need to Go?
an article by Paul Wehman (Virginia Commonwealth University, Richmond, USA) published in Career Development and Transition for Exceptional Individuals Volume 36 Number 1 (May 2013)
Abstract
As children become teenagers and move into early adulthood, there are many transitions they face.
For young people with disabilities, this is no different except that there are invariably additional complex challenges that must be overcome.
Evidence-based research is the foundation for best transition practices, but too many studies seem abstract, distant, and far removed from their classroom or school world.
This article seeks to overcome the abstract by describing evidence-based transition research and recent findings. Teachers’ classroom needs are highlighted with special emphasis on how research can be useful for them on a day-to-day basis.
Finally, we highlight six guidelines for helping implement best practices in transition.
Abstract
As children become teenagers and move into early adulthood, there are many transitions they face.
For young people with disabilities, this is no different except that there are invariably additional complex challenges that must be overcome.
Evidence-based research is the foundation for best transition practices, but too many studies seem abstract, distant, and far removed from their classroom or school world.
This article seeks to overcome the abstract by describing evidence-based transition research and recent findings. Teachers’ classroom needs are highlighted with special emphasis on how research can be useful for them on a day-to-day basis.
Finally, we highlight six guidelines for helping implement best practices in transition.
Friday, 17 May 2013
An international comparison of school to work transition systems: how best to evaluate outcomes
an article by Alex Sharland and Mohan Menon (University of South Alabama, Mobile, USA) and David Mitchell (University of Central Arkansas, Conway, USA) published in International Journal of Society Systems Science Volume 5 Number 2 (2013)
Abstract
The school-to-work (S2W) transition system is a key component in creating and maintaining a productive labour force in any economy. Prior research evaluating these systems has focused on the superior outcomes of the German and Japanese systems; especially the German S2W system. Several researchers have suggested that transplanting the German system, to the US especially, will result in an improved transition for students into productive workers.
This paper provides a comparison of four S2W transition systems (USA, UK, Japan, and Germany).
It is based on five datasets with time spans going from 1990 to 2009.
We question the conclusions drawn in previous studies about the superiority of the German system and suggest that FDI inflows and the ratio of youth to mature adult unemployment need to be included in any future S2W transition system comparisons.
Abstract
The school-to-work (S2W) transition system is a key component in creating and maintaining a productive labour force in any economy. Prior research evaluating these systems has focused on the superior outcomes of the German and Japanese systems; especially the German S2W system. Several researchers have suggested that transplanting the German system, to the US especially, will result in an improved transition for students into productive workers.
This paper provides a comparison of four S2W transition systems (USA, UK, Japan, and Germany).
It is based on five datasets with time spans going from 1990 to 2009.
We question the conclusions drawn in previous studies about the superiority of the German system and suggest that FDI inflows and the ratio of youth to mature adult unemployment need to be included in any future S2W transition system comparisons.
Tuesday, 19 March 2013
The experiences of long-term unemployed young adults in the South West of England: some new insights
an article by Robert Lawy and Rachel Wheeler (University of Exeter, UK) published in Research in Post-Compulsory Education Volume 18 Issue 1-2 (2013)
Abstract
In this paper we explore the experiences of three long-term unemployed young adults from different backgrounds in the 18–24 age range.
The data comprise three interviews conducted over an 18-month period with seven of the original 19 participants in the research. At the time of first interview none of the young adults had been in education, employment or training for six months. Drawing upon a Bourdieusian framework, we demonstrate that differential access to economic, social and cultural resources significantly influenced, not only what they were able to reasonably contemplate but also what they were able to achieve.
We question some commonly held assumptions about young people and their orientations, and the efficacy of economic and educational policies designed to increase employment, reduce inequality and ‘meet the needs’ of the unemployed.
We claim that new insights and understandings of youth unemployment and transition can result from a broader, more holistic theorisation that fully represents the experiences and understandings of all the young adults that are being affected.
Notwithstanding this, we indicate the need for research to increase understanding and provide a strong, robust and theoretically informed evidence base for policy-makers and those concerned with the interests of young unemployed adults.
Abstract
In this paper we explore the experiences of three long-term unemployed young adults from different backgrounds in the 18–24 age range.
The data comprise three interviews conducted over an 18-month period with seven of the original 19 participants in the research. At the time of first interview none of the young adults had been in education, employment or training for six months. Drawing upon a Bourdieusian framework, we demonstrate that differential access to economic, social and cultural resources significantly influenced, not only what they were able to reasonably contemplate but also what they were able to achieve.
We question some commonly held assumptions about young people and their orientations, and the efficacy of economic and educational policies designed to increase employment, reduce inequality and ‘meet the needs’ of the unemployed.
We claim that new insights and understandings of youth unemployment and transition can result from a broader, more holistic theorisation that fully represents the experiences and understandings of all the young adults that are being affected.
Notwithstanding this, we indicate the need for research to increase understanding and provide a strong, robust and theoretically informed evidence base for policy-makers and those concerned with the interests of young unemployed adults.
Wednesday, 27 February 2013
Supporting Care Leavers to Fulfil their Educational Aspirations: Resilience, Relationships and Resistance to Help
an article by Jenny Driscoll (King’s College London, London, UK) published in Children & Society
Volume 27 Issue 2 (March 2013)
Abstract
Most children in state care do not do as well in school as their peers, but the period of leaving care and transition to adulthood may offer a ‘turning point’ for positive change.
Based on a small study of care leavers in England, this article employs the concept of resilience to explore the significance of supportive relationships in enabling this group of young people to make decisions about their future and encouraging them to overcome setbacks in educational attainment.
Abstract
Most children in state care do not do as well in school as their peers, but the period of leaving care and transition to adulthood may offer a ‘turning point’ for positive change.
Based on a small study of care leavers in England, this article employs the concept of resilience to explore the significance of supportive relationships in enabling this group of young people to make decisions about their future and encouraging them to overcome setbacks in educational attainment.
Monday, 28 January 2013
The transition from education to employment
via CASCAiD's Blog by Rachel-CASCAiD
A report called Education to Employment: Designing a System that Works (PDF 112pp) published by McKinsey and Company explores the transition for young people from school into sustainable employment.
The report also questions why there is such a gap between what employers want and the skills students leave school with. “sThere are high levels of youth unemployment and a shortage of jobseekers with critical skills.”
Continue reading and get more information from CASCAiD
A report called Education to Employment: Designing a System that Works (PDF 112pp) published by McKinsey and Company explores the transition for young people from school into sustainable employment.
The report also questions why there is such a gap between what employers want and the skills students leave school with. “sThere are high levels of youth unemployment and a shortage of jobseekers with critical skills.”
Continue reading and get more information from CASCAiD
Thursday, 3 January 2013
Training career adaptability to facilitate a successful school-to-work transition
an article by Jessie Koen and Annelies E.M. Van Vianen (University of Amsterdam, The Netherlands) and Ute-Christine Klehe (Justus Liebig University, Giessen, Germany) published in Journal of Vocational Behavior
Volume 81 Issue 3 (December 2012)
Abstract
The transition from school to work is one of the most critical steps in graduates’ careers, as it can determine vocational outcomes and future career success. Yet, these newcomers to the labour market often take longer than regular job-seekers to find a suitable job, are more likely to experience a job mismatch and to suffer from underemployment.
In this study, we proposed that career adaptability might help remedy this problem.
We therefore developed a training aimed at providing graduates with career adaptability resources, with the assumption that this may foster training-participants’ later career adaptability and employment quality.
A longitudinal field quasi-experiment compared the development of each career adaptability dimension between a training group (n = 32) and a control group (n = 24) over three points in time (pre-training measurement, post-training measurement and follow-up measurement six months later).
Repeated measures analyses showed an overall increase in concern, control and curiosity within the training group, whereas there was no increase (concern) or even an overall decrease (control and curiosity) within the control group.
Consequently, the training succeeded in enhancing participants’ control and curiosity in the long run.
Furthermore, among participants who had found employment half a year later, training participants reported higher employment quality than did members of the control group. In sum, results show that providing graduates with career adaptability resources can raise their chances on finding a qualitatively good job.
Highlights
► We developed and tested a theory-driven training to enhance career adaptability.
► The training improved participants' career adaptability in a sustainable way.
► The training can buffer against the loss of career adaptability during unemployment.
► Training participants reported higher employment quality six months after training.
► This career adaptability training contributes to finding high quality employment.
Figures and tables from this article
Abstract
The transition from school to work is one of the most critical steps in graduates’ careers, as it can determine vocational outcomes and future career success. Yet, these newcomers to the labour market often take longer than regular job-seekers to find a suitable job, are more likely to experience a job mismatch and to suffer from underemployment.
In this study, we proposed that career adaptability might help remedy this problem.
We therefore developed a training aimed at providing graduates with career adaptability resources, with the assumption that this may foster training-participants’ later career adaptability and employment quality.
A longitudinal field quasi-experiment compared the development of each career adaptability dimension between a training group (n = 32) and a control group (n = 24) over three points in time (pre-training measurement, post-training measurement and follow-up measurement six months later).
Repeated measures analyses showed an overall increase in concern, control and curiosity within the training group, whereas there was no increase (concern) or even an overall decrease (control and curiosity) within the control group.
Consequently, the training succeeded in enhancing participants’ control and curiosity in the long run.
Furthermore, among participants who had found employment half a year later, training participants reported higher employment quality than did members of the control group. In sum, results show that providing graduates with career adaptability resources can raise their chances on finding a qualitatively good job.
Highlights
► We developed and tested a theory-driven training to enhance career adaptability.
► The training improved participants' career adaptability in a sustainable way.
► The training can buffer against the loss of career adaptability during unemployment.
► Training participants reported higher employment quality six months after training.
► This career adaptability training contributes to finding high quality employment.
Figures and tables from this article
Friday, 14 December 2012
Aligning Transition Services With Secondary Education Reform: A Position Statement of the Division on Career Development and Transition
an article by Mary E. Morningstar and Michael L. Wehmeyer (University of Kansas, Lawrence, USA), Diane S. Bassett (University of Northern Colorado, Greeley, USA), Carol Kochhar-Bryant (The George Washington University, Washington, DC, USA) and Joanne Cashman (National Association of State Directors of Special Education, Alexandria, VA, USA) published in Career Development and Transition for Exceptional Individuals Volume 35 Number 3 (December 2012)
Abstract
Society has witnessed significant improvements in the lives of students receiving transition services over the past 30 years.
The field of transition has developed an array of evidence-based interventions and promising practices; however, secondary school reform efforts have often overlooked these approaches for youth without disabilities. If we are to see improvements in post-secondary outcomes for all youth, reform efforts must begin with active participation of general and special educators and critical home, school, and community stakeholders.
In this article, the authors discuss the evolution of transition in light of reform efforts in secondary education. They review and identify secondary educational initiatives that embrace transition principles.
Finally, recommendations are provided for advancing alignment of transition services with secondary education reforms.
Hazel’s comment:
Yes, this is about research in the USA but those who can get hold of the article without too much difficulty may well benefit from reading about the changes that are being made in the United States.
Abstract
Society has witnessed significant improvements in the lives of students receiving transition services over the past 30 years.
The field of transition has developed an array of evidence-based interventions and promising practices; however, secondary school reform efforts have often overlooked these approaches for youth without disabilities. If we are to see improvements in post-secondary outcomes for all youth, reform efforts must begin with active participation of general and special educators and critical home, school, and community stakeholders.
In this article, the authors discuss the evolution of transition in light of reform efforts in secondary education. They review and identify secondary educational initiatives that embrace transition principles.
Finally, recommendations are provided for advancing alignment of transition services with secondary education reforms.
Hazel’s comment:
Yes, this is about research in the USA but those who can get hold of the article without too much difficulty may well benefit from reading about the changes that are being made in the United States.
Tuesday, 4 December 2012
Measuring students’ transition into university and its association with learning outcomes
an article by Maria Pampaka, Julian Williams and Graeme Hutcheson (The University of Manchester, UK) published in British Educational Research Journal Volume 38 Issue 6 (December 2012)
Abstract
Previously we showed how we measured pedagogy and revealed its association with learning outcomes of sixth-form college mathematics students. In this project we followed a similar approach to the study of university transition.
We particularly sought to identify the students’ perceptions of the transitional experience, and measure the association with learning outcomes. We drew on longitudinal surveys of students entering different programmes in five universities. Following them into their first year or so, allowed us to track their ‘disposition to complete the course’ and their ‘disposition to study more mathematics’, inter alia.
We developed and validated two ‘fit-for-purpose’ measures of students’ perception of their transition, one we call ‘perception of the transitional gap/jump’ and one we call ‘degree of positive feeling about the transition’.
We report some statistically and educationally significant associations between these and the students’ developing dispositions, and discuss the prospects for this approach to studying transition.
Abstract
Previously we showed how we measured pedagogy and revealed its association with learning outcomes of sixth-form college mathematics students. In this project we followed a similar approach to the study of university transition.
We particularly sought to identify the students’ perceptions of the transitional experience, and measure the association with learning outcomes. We drew on longitudinal surveys of students entering different programmes in five universities. Following them into their first year or so, allowed us to track their ‘disposition to complete the course’ and their ‘disposition to study more mathematics’, inter alia.
We developed and validated two ‘fit-for-purpose’ measures of students’ perception of their transition, one we call ‘perception of the transitional gap/jump’ and one we call ‘degree of positive feeling about the transition’.
We report some statistically and educationally significant associations between these and the students’ developing dispositions, and discuss the prospects for this approach to studying transition.
Monday, 29 October 2012
Supporting effective transitions from school to work
an article by Sarah Robinson (Principal of Stoke on Trent College, part of the 157 Group organisation) published in fenews.co.uk
The conventional wisdom is that practice follows policy; strategic decisions are taken at the centre and practitioners duly implement change. On this view to understand the future one needs to read White Papers and Ministers’ speeches, and keep an eye on Whitehall.
In reality however things often happen the other way round: it is leading edge practice that shapes the future and policy makers struggle to catch up. To understand the way things are moving one really needs to look at what is happening on the ground.
Continue reading from fenews.co.uk
A 157 Group Policy Paper Effective transitions from school to work: the key role of FE colleges by Mick Fletcher (PDF 24pp) is available here
The conventional wisdom is that practice follows policy; strategic decisions are taken at the centre and practitioners duly implement change. On this view to understand the future one needs to read White Papers and Ministers’ speeches, and keep an eye on Whitehall.
In reality however things often happen the other way round: it is leading edge practice that shapes the future and policy makers struggle to catch up. To understand the way things are moving one really needs to look at what is happening on the ground.
Continue reading from fenews.co.uk
A 157 Group Policy Paper Effective transitions from school to work: the key role of FE colleges by Mick Fletcher (PDF 24pp) is available here
Tuesday, 23 October 2012
Stepping into higher education from the vocational education sector in Australia: student perceptions and experiences
an article by Sarah O’Shea, Pauline Lysaght and Kathleen Tanner (University of Wollongong, Australia) published in Journal of Vocational Education & Training
Volume 64 Issue 3 (September 2012)
Abstract
It is not unusual to hear study in the vocational education sector referred to as a ‘stepping stone’ into further studies in the higher education environment. What this pathway entails for those who choose it is not immediately clear however.
This article reports on research conducted with a small cohort of students who arrived at an Australian university with advanced standing or credit transfer based on their studies in the vocational sector.
A narrative inquiry approach highlights the voices of these participants drawn through stories of their individual experiences of the transition to higher education.
Recommendations related to structural and educational change are based on evidence that this vocational ‘stepping stone’ can mean different things to different people.
Abstract
It is not unusual to hear study in the vocational education sector referred to as a ‘stepping stone’ into further studies in the higher education environment. What this pathway entails for those who choose it is not immediately clear however.
This article reports on research conducted with a small cohort of students who arrived at an Australian university with advanced standing or credit transfer based on their studies in the vocational sector.
A narrative inquiry approach highlights the voices of these participants drawn through stories of their individual experiences of the transition to higher education.
Recommendations related to structural and educational change are based on evidence that this vocational ‘stepping stone’ can mean different things to different people.
Wednesday, 17 October 2012
From education to working life: The labour market outcomes of vocational education and training
A cedefop research paper (TI-RF-12-004-EN-C)
Abstract
While considerable empirical evidence exists concerning the effectiveness of education in general, there has been less emphasis on understanding, from a comparative European perspective, the effect of the type of education on labour market outcomes for young people.
Using data from the EU labour force survey 2009 ad hoc module, this report focuses on the labour market outcomes of VET.
Comparing levels and orientations of education, it considers employment, occupation or sector differences, the education-to-work transition process, job quality and the effect on wages.
The report underlines that initially VET results in positive labour market outcomes, which should be placed in a longer-term context, given the effect that structural changes in European Union labour markets will have on the demand for occupations in different sectors.
Full text (PDF 96pp)
Abstract
While considerable empirical evidence exists concerning the effectiveness of education in general, there has been less emphasis on understanding, from a comparative European perspective, the effect of the type of education on labour market outcomes for young people.
Using data from the EU labour force survey 2009 ad hoc module, this report focuses on the labour market outcomes of VET.
Comparing levels and orientations of education, it considers employment, occupation or sector differences, the education-to-work transition process, job quality and the effect on wages.
The report underlines that initially VET results in positive labour market outcomes, which should be placed in a longer-term context, given the effect that structural changes in European Union labour markets will have on the demand for occupations in different sectors.
Full text (PDF 96pp)
Tuesday, 25 September 2012
Earning Not Learning? An Assessment of Young People in the Jobs Without Training (JWT) Group
an article by Sue Maguire (University of Warwick) and Thomas Spielhofer and Sarah Golden (National Foundation for Educational Research) published in Sociological Research Online Volume 17 Number 3 (2012)
Abstract
In recent years, mass participation in post-16 education and training in England has led to a diminishing understanding about young people who leave education at the end of compulsory schooling to enter “jobs without training” (JWT).
Drawing on data from three recent studies, this article argues that the JWT group is not homogeneous in its composition. Similar findings led to the development of a common typology across all three studies to define young people’s position in the labour market, their motivations and aspirations, and their access to training and development.
It concludes with a series of recommendations for addressing the deficit in knowledge about the composition of the JWT group, and the learning and training needs of young workers.
This discussion is set in the context of the implementation of the Raising of the Participation Age (RPA) in England for all 17-year olds from 2013 and for all 18-year olds from 2015, although within the Coalition Government’s current proposals, its delivery will lack any form of immediate enforcement. Therefore, unless young workers and their employers are committed to the acquisition of accredited qualifications, RPA delivery will be seriously undermined and intervention to support school to work transitions among the JWT group will remain negligible.
Full text (HTML)
Abstract
In recent years, mass participation in post-16 education and training in England has led to a diminishing understanding about young people who leave education at the end of compulsory schooling to enter “jobs without training” (JWT).
Drawing on data from three recent studies, this article argues that the JWT group is not homogeneous in its composition. Similar findings led to the development of a common typology across all three studies to define young people’s position in the labour market, their motivations and aspirations, and their access to training and development.
It concludes with a series of recommendations for addressing the deficit in knowledge about the composition of the JWT group, and the learning and training needs of young workers.
This discussion is set in the context of the implementation of the Raising of the Participation Age (RPA) in England for all 17-year olds from 2013 and for all 18-year olds from 2015, although within the Coalition Government’s current proposals, its delivery will lack any form of immediate enforcement. Therefore, unless young workers and their employers are committed to the acquisition of accredited qualifications, RPA delivery will be seriously undermined and intervention to support school to work transitions among the JWT group will remain negligible.
Full text (HTML)
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