Multi‐track and unified systems of post‐compulsory education and ‘upper secondary education in Scotland’: An analysis of two debates

1993 ◽  
Vol 41 (3) ◽  
pp. 223-252 ◽  
Author(s):  
David Raffe
Keyword(s):  
Secondary Education ◽  
Compulsory Education ◽  
Upper Secondary Education ◽  
Upper Secondary

Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation From Upper Secondary Education

2019 ◽  
Vol 52 (6) ◽  
pp. 456-467 ◽  
Author(s):  
Leena Holopainen ◽  
Airi Hakkarainen
Keyword(s):  
Special Education ◽  
Secondary Education ◽  
School Achievement ◽  
Compulsory Education ◽  
Male Students ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Part Time ◽  
And Mathematics

This study explores the long-term effects of difficulties in reading and mathematical skills on educational achievement and successful graduation from secondary education as well as the role of special education in successful graduation. Study participants were all 16-year-old ninth graders from one Finnish city ( N = 595; 302 females, 293 males) who were followed for 5 years after completing compulsory education. Students’ reading and mathematical skills were measured at the end of compulsory education and their achieved grades in literacy and mathematics were received from their upper secondary schools. The overall results show that although part-time special education was available throughout both compulsory and upper secondary education, the negative longitudinal consequences of reading difficulties (RDs) and mathematical difficulties (MDs) on school achievement in literacy, mathematics, and rates of graduation can be seen. The regression path models were estimated separately for female and male students and show that among male students with RDs and MDs, the part-time special education that students received in Grades 7 to 9 was significantly related, but for Grades 10 to 11, this relationship is only significant among students with RDs. Moreover, low levels of school achievement in literacy among female students and in literacy and mathematics among male students significantly increased the likelihood of delayed graduation.

scholarly journals Much more than just shyness: the impact of social anxiety disorder on educational performance across the lifespan

2020 ◽  
pp. 1-9 ◽  
Author(s):  
Alba Vilaplana-Pérez ◽  
Ana Pérez-Vigil ◽  
Anna Sidorchuk ◽  
Gustaf Brander ◽  
Kayoko Isomura ◽  
...  
Keyword(s):  
Secondary Education ◽  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Compulsory Education ◽  
Educational Performance ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
University Degree ◽  
The Impact

Abstract Background Social anxiety disorder (SAD) has been linked to academic underachievement, but previous studies had methodological limitations. We investigated the association between SAD and objective indicators of educational performance, controlling for a number of covariates and unmeasured confounders shared between siblings. Methods This population-based birth cohort study included 2 238 837 individuals born in Sweden between 1973 and 1997, followed-up until 2013. Within the cohort, 15 755 individuals had a recorded ICD-10 diagnosis of SAD in the Swedish National Patient Register. Logistic regression models tested the association between SAD and educational performance. We also identified 6488 families with full siblings discordant for SAD. Results Compared to unexposed individuals, individuals diagnosed with SAD were less likely to pass all subjects in the last year of compulsory education [adjusted odds ratios (aOR) ranging from 0.19 to 0.44] and less likely to be eligible for a vocational or academic programme in upper secondary education [aOR = 0.31 (95% confidence interval [CI] 0.30–0.33) and aOR = 0.52 (95% CI 0.50–0.55), respectively], finish upper secondary education [aOR = 0.19 (95% CI 0.19–0.20)], start a university degree [aOR = 0.47 (95% CI 0.45–0.49)], obtain a university degree [aOR = 0.35 (95% CI 0.33–0.37)], and finish postgraduate education [aOR = 0.58 (95% CI 0.43–0.80)]. Results were attenuated but remained statistically significant in adjusted sibling comparison models. When psychiatric comorbidities were taken into account, the results were largely unchanged. Conclusions Treatment-seeking individuals with SAD have substantially impaired academic performance throughout the formative years. Early detection and intervention are warranted to minimise the long-term socioeconomic impact of the disorder.

scholarly journals The positioning of dual qualification studies in Finnish upper secondary education and government policy since the 1980s

2022 ◽  
pp. 147490412110653
Author(s):  
Outi Lietzén
Keyword(s):  
Secondary Education ◽  
Education Policy ◽  
Education System ◽  
Compulsory Education ◽  
Secondary Level ◽  
Upper Secondary Education ◽  
Political Discourses ◽  
Upper Secondary ◽  
Flexible Education ◽  
Upper Secondary Level

This article explores the positioning of dual qualifications (DQs) in the Finnish education policy and the education system since the late 1980s. The analysis is carried out in the context of academic-vocational divide. At the end of the 1980s, Finland questioned the functionality of the strict academic-vocational divide in post-compulsory education, and a unified upper secondary education was initiated. DQ was the result of two contradictory political discourses: the aim to make education system more equal and the 1990s’ market oriented education policy. In the 2000s, although segregation at the upper secondary level was strengthened, the DQ simultaneously became an established study route. However, in 2007 due to changes in political power, the DQ was repositioned on the periphery of education policy and academic-vocational divide became stronger. The main focus as regards the functions of DQs until the end of the 2010s was on efforts to enhance the use of educational resources and improve the possibilities for individual and flexible education choices. The aim of the current government, elected in 2019, is to strengthen cooperation at upper secondary level, which is also expected to include DQs. However, the actualisation might be mitigated by the educational reforms of the previous government.

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

Caracterrsticas de la Oferta de la Educaciin Media en Colombia (Upper Secondary Education in Colombia)

2017 ◽  
Author(s):  
Sandra Garcia ◽  
Darro Maldonado ◽  
Marcela Acosta ◽  
Nicolas Castro ◽  
David Granada ◽  
...  
Keyword(s):  
Secondary Education ◽  
Upper Secondary Education ◽  
Upper Secondary

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

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