Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications

Autor/inn/en	Hafner, Sandra; Esposito, Raffaella Simona; Leemann, Regula Julia
Titel	Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications
Quelle	In: Education Sciences, 12 (2022), Artikel 93 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hafner, Sandra) ORCID (Leemann, Regula Julia)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Governance; Vocational Education; College Preparation; Foreign Countries; Academic Aspiration; Parent Aspiration; Track System (Education); Academic Education; Educational Policy; Educational Administration; Case Studies; Admission (School); Criticism; Geographic Regions; High Schools; Switzerland + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausbildung; Berufsbildung; Ausland; Elternwille; Leistungsgruppe; Leistungsdifferenzierung; Akademische Bildung; Politics of education; Bildungsverwaltung; Schuladministration; Schulverwaltung; Case study; Fallstudie; Case Study; Kritik; High school; Oberschule; Schweiz
Abstract	In Switzerland, the baccalaureate school is an important pathway to university education, and the aspirations of families and students to enter baccalaureate school have grown. However, vocational education and training (VET) remains the predominant educational pathway and has a strong lobby. We investigate how in this context, the transition from primary education to baccalaureate school is governed and justified at the cantonal level. We study how two Swiss cantons try to meet the official or unofficial maximum baccalaureate quotas desired by educational policymakers through different selection procedures and admission criteria. Drawing on the Economics of Conventions, we conceptualize selection procedures as cantonal transition chains and show that the strategies, procedures, and instruments applied in governance are rooted in diverse principles of action. This causes tensions within cantons. Our analysis shows that agency and regulating effects in the governance of transitions must be understood as distributed among actors, technologies, and objects. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01