In Estonia, one out of five young people have not completed upper secondary education

2019 ◽  
Keyword(s):  
Secondary Education ◽  
Young People ◽  
Upper Secondary Education ◽  
Upper Secondary

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.

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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