Managing Student Transitions into Upper Secondary Pathways. OECD Education Working Papers. No. 289

Autor/in	Perico E Santos, Anna Vitoria
Institution	Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills
Titel	Managing Student Transitions into Upper Secondary Pathways. OECD Education Working Papers. No. 289
Quelle	(2023), (91 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1787/663d6f7b-en
Schlagwörter	Educational Experience; Secondary School Students; Program Design; Secondary School Curriculum; Transitional Programs; Well Being; Competition; Stress Variables; Personal Autonomy; Decision Making; Educational Policy; Outcomes of Education; Student Placement; Selection Criteria; Track System (Education); Comparative Education; Lifelong Learning; Learning Trajectories; Teacher Role; Policy Analysis; Foreign Countries; Achievement Tests; International Assessment; Grade Repetition; College Preparation; Academic Aspiration; Vocational Education; Academic Education; United Kingdom; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Bildungserfahrung; Sekundarschüler; Programme design; Programmaufbau; Programmplanung; Well-being; Wellness; Wohlbefinden; Wettkampf; Individuelle Autonomie; Decision-making; Entscheidungsfindung; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Schülerpraktikum; Selection criterion; Auslesekriterium; Leistungsgruppe; Leistungsdifferenzierung; Vergleichende Erziehungswissenschaft; Life-long learning; Lebenslanges Lernen; Lehrerrolle; Politikfeldanalyse; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Ausbildung; Berufsbildung; Akademische Bildung; Großbritannien
Abstract	Many factors influence students' experiences in upper secondary education and beyond, including upper secondary curricula, programme design and support for students. But a good transition from earlier levels of education is the first, essential step in a successful journey through upper secondary education and into further education and/or employment. The design of transition systems can mitigate existing inequities in education, but it can also accentuate them. Transitions can also influence student well-being. They can have either a negative impact, for example through highly competitive systems that can be stressful for students and narrow their development, or a positive impact, for example by helping to construct young people's sense of agency and ability to make informed decisions about their future. This paper looks at how countries manage students' transition into upper secondary education and the main policy implications of each transition point and how they can influence student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01