Managing student transitions into upper secondary pathways:
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 seconda...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2023
|
| Schriftenreihe: | OECD Education Working Papers
no.289 |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | 1 Online-Ressource (91 p.) 21 x 28cm. |
| DOI: | 10.1787/663d6f7b-en |
Internformat
MARC
| LEADER | 00000cam a22000002 4500 | ||
|---|---|---|---|
| 001 | ZDB-13-SOC-095323252 | ||
| 003 | DE-627-1 | ||
| 005 | 20231204121301.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230810s2023 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1787/663d6f7b-en |2 doi | |
| 035 | |a (DE-627-1)095323252 | ||
| 035 | |a (DE-599)KEP095323252 | ||
| 035 | |a (FR-PaOEC)663d6f7b-en | ||
| 035 | |a (EBP)095323252 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rda | ||
| 041 | |a eng | ||
| 100 | 1 | |a Perico E Santos, Anna Vitoria |e VerfasserIn |4 aut | |
| 245 | 1 | 0 | |a Managing student transitions into upper secondary pathways |c Anna Vitoria, Perico E Santos |
| 264 | 1 | |a Paris |b OECD Publishing |c 2023 | |
| 300 | |a 1 Online-Ressource (91 p.) |c 21 x 28cm. | ||
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 490 | 0 | |a OECD Education Working Papers |v no.289 | |
| 520 | |a 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. | ||
| 650 | 4 | |a Education | |
| 856 | 4 | 0 | |l FWS01 |p ZDB-13-SOC |q FWS_PDA_SOC |u https://doi.org/10.1787/663d6f7b-en |3 Volltext |
| 912 | |a ZDB-13-SOC | ||
| 912 | |a BSZ-13-SOC-education | ||
| 951 | |a BO | ||
| 912 | |a ZDB-13-SOC | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-13-SOC-095323252 |
|---|---|
| _version_ | 1816797313437270016 |
| adam_text | |
| any_adam_object | |
| author | Perico E Santos, Anna Vitoria |
| author_facet | Perico E Santos, Anna Vitoria |
| author_role | aut |
| author_sort | Perico E Santos, Anna Vitoria |
| author_variant | e s a v p esav esavp |
| building | Verbundindex |
| bvnumber | localFWS |
| collection | ZDB-13-SOC BSZ-13-SOC-education |
| ctrlnum | (DE-627-1)095323252 (DE-599)KEP095323252 (FR-PaOEC)663d6f7b-en (EBP)095323252 |
| discipline | Wirtschaftswissenschaften |
| doi_str_mv | 10.1787/663d6f7b-en |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>02068cam a22003372 4500</leader><controlfield tag="001">ZDB-13-SOC-095323252</controlfield><controlfield tag="003">DE-627-1</controlfield><controlfield tag="005">20231204121301.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230810s2023 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1787/663d6f7b-en</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627-1)095323252</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)KEP095323252</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(FR-PaOEC)663d6f7b-en</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(EBP)095323252</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Perico E Santos, Anna Vitoria</subfield><subfield code="e">VerfasserIn</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Managing student transitions into upper secondary pathways</subfield><subfield code="c">Anna Vitoria, Perico E Santos</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Paris</subfield><subfield code="b">OECD Publishing</subfield><subfield code="c">2023</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (91 p.)</subfield><subfield code="c">21 x 28cm.</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">OECD Education Working Papers</subfield><subfield code="v">no.289</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-13-SOC</subfield><subfield code="q">FWS_PDA_SOC</subfield><subfield code="u">https://doi.org/10.1787/663d6f7b-en</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">BSZ-13-SOC-education</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">BO</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| id | ZDB-13-SOC-095323252 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:55:35Z |
| institution | BVB |
| language | English |
| open_access_boolean | |
| owner | DE-863 DE-BY-FWS |
| owner_facet | DE-863 DE-BY-FWS |
| physical | 1 Online-Ressource (91 p.) 21 x 28cm. |
| psigel | ZDB-13-SOC BSZ-13-SOC-education |
| publishDate | 2023 |
| publishDateSearch | 2023 |
| publishDateSort | 2023 |
| publisher | OECD Publishing |
| record_format | marc |
| series2 | OECD Education Working Papers |
| spelling | Perico E Santos, Anna Vitoria VerfasserIn aut Managing student transitions into upper secondary pathways Anna Vitoria, Perico E Santos Paris OECD Publishing 2023 1 Online-Ressource (91 p.) 21 x 28cm. Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier OECD Education Working Papers no.289 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. Education FWS01 ZDB-13-SOC FWS_PDA_SOC https://doi.org/10.1787/663d6f7b-en Volltext |
| spellingShingle | Perico E Santos, Anna Vitoria Managing student transitions into upper secondary pathways Education |
| title | Managing student transitions into upper secondary pathways |
| title_auth | Managing student transitions into upper secondary pathways |
| title_exact_search | Managing student transitions into upper secondary pathways |
| title_full | Managing student transitions into upper secondary pathways Anna Vitoria, Perico E Santos |
| title_fullStr | Managing student transitions into upper secondary pathways Anna Vitoria, Perico E Santos |
| title_full_unstemmed | Managing student transitions into upper secondary pathways Anna Vitoria, Perico E Santos |
| title_short | Managing student transitions into upper secondary pathways |
| title_sort | managing student transitions into upper secondary pathways |
| topic | Education |
| topic_facet | Education |
| url | https://doi.org/10.1787/663d6f7b-en |
| work_keys_str_mv | AT pericoesantosannavitoria managingstudenttransitionsintouppersecondarypathways |