The End of the Road? Critiquing the Nascent Trend of Secondary Education Transition Data

Autor/inn/en	Percy, Chris; Tomlinson, Michael; Huddleston, Prue
Titel	The End of the Road? Critiquing the Nascent Trend of Secondary Education Transition Data
Quelle	In: Journal of Education and Work, 33 (2020) 4, S.298-311 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tomlinson, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2020.1820966
Schlagwörter	Educational Trends; Data Collection; Secondary Education; Educational Research; Data Use; High School Graduates; Labor Market; Educational Policy; Educational Change; Foreign Countries; Accountability; Career Counseling; Bias; Education Work Relationship; Continuing Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Data capture; Datensammlung; Sekundarbereich; Bildungsforschung; Pädagogische Forschung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Labour market; Arbeitsmarkt; Politics of education; Bildungspolitik; Bildungsreform; Ausland; Verantwortung; Weiterbildung
Abstract	This paper identifies a nascent trend in several countries regarding increased collection, public availability and use of destination data for graduates of secondary education, with policy ambitions to support pupil-level decision-making and drive provider-level accountability. This trend mirrors the previous development of such data for higher education graduates and underpins a policy direction of data visibility and data engineering to support labour market objectives, via an assumed approach to change that privileges financial factors in career decision-making. Reforms in England are identified as an example of extreme practice, illustrating the practical potential of such data as well as potential pitfalls. Building on the pre-existing critique, the authors highlight three biases particularly prevalent in the new data: bias for continued education, bias for more stable, traditional forms of employment that disadvantages particular sectors, and bias for a provider-centric view of outcomes. Mitigations via an enhanced role for adolescent career counselling and improved data are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01