Curriculum Choices and School-To-Work Transitions among Upper-Secondary School Leavers in Scotland and Ireland

Autor/inn/en	Iannelli, Cristina; Smyth, Emer
Titel	Curriculum Choices and School-To-Work Transitions among Upper-Secondary School Leavers in Scotland and Ireland
Quelle	In: Journal of Education and Work, 30 (2017) 7, S.731-740 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2017.1383093
Schlagwörter	High School Graduates; Education Work Relationship; Regression (Statistics); Course Selection (Students); Majors (Students); Employment Opportunities; Grade Point Average; Unemployment; Employment Level; Social Class; Comparative Education; Comparative Analysis; Graduate Surveys; Foreign Countries; Statistical Analysis; Academic Persistence; Dropouts; United Kingdom (Scotland); Ireland + Suchen Sie Ihr Suchwort? High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Regression; Regressionsanalyse; Course selection; Student; Students; Kurswahl; Berufschance; Beschäftigungschance; Arbeitslosigkeit; Beschäftigungsgrad; Social classes; Soziale Klasse; Vergleichende Erziehungswissenschaft; Ausland; Statistische Analyse; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Irland
Abstract	David Raffe was a highly influential figure in the field of transitions research. His work carefully delineated how national institutional policies shape transition processes and outcomes. Curriculum structure and organisation were seen as key features of these transition systems, his work tracing the relative impact of vocational and academic qualifications across countries and exploring tendencies towards, and away from, unified qualification frameworks. This paper builds upon David's work by unpacking the influence of curriculum choices in secondary education on young people's labour market destinations in Ireland and Scotland, two countries which share many similarities in their transition and post-16 education systems but differ in the degree of student subject choice at upper-secondary level. Using regression analyses of school leavers' survey data from both countries, we analysed the extent to which subjects studied and grades achieved in secondary school matter for young people's occupational opportunities. We found that subject choice matters for employment chances and access to higher status positions in Scotland but to only a limited extent in Ireland. Grades matter for employment chances in Ireland while higher grades enhance access to higher quality jobs in both countries. The conclusions offer some reflections on David's most recent work and his legacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01