The Design of Upper Secondary Education across OECD Countries: Managing Choice, Coherence and Specialisation. OECD Education Working Papers. No. 288

Autor/in	Stronati, Camilla
Institution	Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills
Titel	The Design of Upper Secondary Education across OECD Countries: Managing Choice, Coherence and Specialisation. OECD Education Working Papers. No. 288
Quelle	(2023), (99 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1787/158101f0-en
Schlagwörter	Instructional Design; Secondary Education; Secondary School Students; Vocational Education; Academic Education; Decision Making; Course Selection (Students); Comparative Education; Student Needs; Cross Cultural Studies; Language Usage; Classification; Program Development; Specialization; Educational Benefits; Educational Strategies; Risk Management; International Organizations; Foreign Countries; Program Descriptions; Student Characteristics + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Sekundarbereich; Sekundarschüler; Ausbildung; Berufsbildung; Akademische Bildung; Decision-making; Entscheidungsfindung; Course selection; Student; Students; Kurswahl; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Sprachgebrauch; Classification system; Klassifikation; Klassifikationssystem; Programmplanung; Arbeitsteilige Spezialisierung; Bildungsertrag; Lehrstrategie; Risikomanagement; International organisation; International organisations; International organization; Internationale Organisation; Ausland
Abstract	How is upper secondary education organised across OECD countries? This level of education, which most frequently serves students aged between 15 to 18, is generally the first time when learners have significant capacity to shape the content of their learning, for example by opting for general or vocational education, choosing their subjects and developing a specialisation. Across the OECD, education systems have developed different ways to be responsive to different student needs and interests while trying to ensure that learners develop coherent foundational skills. This paper captures the diversity of countries' upper secondary systems by: (1) developing a common language that sets the foundation for internationally comparative analysis; (2) categorising how countries organise their programmes in upper secondary education to manage choice, coherence and specialisation; and (3) identifying benefits and strategies to mitigate the risks associated with different approaches to upper secondary programmes for students, education systems and society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01