Young People without an Upper Secondary Education in Sweden. Their home background, school and labour market experiences

1997 ◽  
Vol 41 (2) ◽  
pp. 93-125 ◽  
Author(s):  
Åsa Murray
Keyword(s):  
Secondary Education ◽  
Young People ◽  
Labour Market ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Home Background

scholarly journals Spatial Manoeuvring in Education

2019 ◽  
Vol 3 (3) ◽  
pp. 61-74
Author(s):  
Unn-Doris Karlsen Bæck
Keyword(s):  
Secondary Education ◽  
Young People ◽  
Secondary School ◽  
Rural Youth ◽  
Spatial Mobility ◽  
School Structures ◽  
Upper Secondary Education ◽  
Local Labour ◽  
Upper Secondary ◽  
Spatial Differences

Based on an interview study of upper secondary school pupils in a county in Northern Norway and against a backdrop of spatial differences in dropout rates in upper secondary education in Norway, this article explores the significance of space for understanding the experiences of young people in the transition from lower to upper secondary education. The situation of rural youth is particularly highlighted. Through interviews with students, four factors connected to spatiality and more specifically to spatial mobility have been pinpointed. These are connected to (1) local school structures, (2) local labour markets, (3) being new in a place, and (4) localised social capital. At a more theoretical level, the concept of opportunity structure is employed in order to grasp how structures connected to education, labour market, and economy can have a profound effect on the lives of young people, being subjected to a mobility imperative that has become a particularly relevant driving force for rural youth.

School Experiences and Postschool Pathways in the Republic of Ireland

2021 ◽  
pp. 205-221
Author(s):  
Emer Smyth ◽  
Selina McCoy
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Young People ◽  
Middle Class ◽  
School Experiences ◽  
Upper Secondary Education ◽  
Social Mix ◽  
Upper Secondary ◽  
The Republic ◽  
Participation In Higher Education

This chapter draws on a mixed methods longitudinal study of a cohort of young adults in Ireland who were followed from their entry to secondary education to their outcomes three to four years after completing upper secondary education. In keeping with previous international research, the study findings show that the main pathways taken by young people reflect their gender, social class background, and academic performance. However, the analyses go further than previous work by indicating the way in which the nature of postschool transitions are firmly embedded in earlier school experiences. In particular, the chapter contributes to the ongoing debate on the effects of school composition to show that school social mix has a very significant impact on postschool outcomes, with those who attended middle-class schools having particularly high levels of participation in higher education. This is consistent with higher education assuming a ‘taken for granted’ quality in middle-class schools. In contrast, young people who had attended working-class schools are much more likely than those in middle-class or socially mixed schools to enter the labor market directly upon leaving school, even taking account of their exam grades. School climate plays an important role, with negative relations with teachers serving to discourage young people from remaining on in any form of education/training. The chapter concludes by highlighting the implications of the findings for our understanding of youth transitions and for policy designed to improve equity of outcomes.

Education for all? Providing capabilities for young people with special needs

2017 ◽  
Author(s):  
Christian Christrup Kjeldsen
Keyword(s):  
Special Education ◽  
Secondary Education ◽  
Young People ◽  
Special Needs ◽  
Public Discourse ◽  
Education For All ◽  
Upper Secondary Education ◽  
Youth Education ◽  
Upper Secondary ◽  
Special Education Needs

This chapter considers youth education for all in Denmark, asking whether freedoms exist only on paper or are achievable in context. In particular, it explores the actualities and change for young people with special education needs (SEN) and other young people on the edge of the society in terms of capabilities, formal rights and disadvantage in relation to policy and relates these to macro-level changes in public discourse and development for young people. The chapter analyses a policy from Denmark that entitles all young people to upper secondary education regardless of their SEN or disability. It looks at the opportunities offered by the capability-promoting policy to young people with different special needs and argues that such opportunities are compromised as various positions struggle over the doxa regarding the interpretation of the policy.

scholarly journals Formal differentiation at upper secondary education in Finland: subject-level choices and stratified pathways to socio-economic status and unemployment

2021 ◽  
Author(s):  
Laura Heiskala ◽  
Jani Erola ◽  
Patricia McMullin
Keyword(s):  
Secondary Education ◽  
Labour Market ◽  
Economic Status ◽  
Tertiary Level ◽  
Social Origin ◽  
Upper Secondary Education ◽  
Socio Economic Status ◽  
Formal Differentiation ◽  
Upper Secondary ◽  
Additional Protection

We study labour market outcomes by formal differentiation at upper secondary and tertiary level in Finland. Using full population register data, we take individuals born in 1976 and explore their socio-economic status and the probability of unemployment by educational qualifications and social origin in early adulthood (age 30) and at occupational maturity (age 40). We differentiate based on the level of maths, the most consequential subject choice at general upper secondary education, and show that subject-level choices divert students to stratified tertiary-level degrees and labour market positions net of prior school performance, social origin and gender. In addition, we show that educational performance and qualifications mediate the association between social origin and socio-economic status by 81.83%, leaving around one fifth to unobserved social origin differences. We also find that there are no major differences between upper secondary school tracks with respect to experiencing unemployment at age 30 or 40. Moreover, further educational degrees do not appear to provide additional protection against unemployment than having obtained an upper secondary qualification.<br /><br />Key messages<br /><ul><li>Subject-level choices at general upper secondary education lead to differences in socio-economic status.</li><br /><li>Vocational qualifications protect against unemployment but lead to lower socio-economic status.</li><br /><li>Further degrees after secondary education do not provide additional protection against unemployment.</li></ul>

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
Sign in / Sign up

Export Citation Format

Share Document