The Experts below are selected from a list of 3918 Experts worldwide ranked by ideXlab platform
Ken Spours - One of the best experts on this subject based on the ideXlab platform.
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restrictive and expansive policy learning challenges and strategies for knowledge exchange in Upper Secondary Education across the four countries of the uk
Journal of Education Policy, 2016Co-Authors: Ann Hodgson, Ken SpoursAbstract:AbstractThis article examines the challenges and possibilities for UK policy learning in relation to Upper Secondary Education (USE) across England, Scotland, Wales and Northern Ireland (NI) within current national and global policy contexts. Drawing on a range of international literature, the article explores the concepts of ‘restrictive’ and ‘expansive’ policy learning and develops a framework of dimensions for examining what is taking place across the UK at a time of change for all four national USE systems. From an examination of recent national policy literatures and interviews with key policy actors within the ‘UK laboratory’, we found that the conditions for expansive policy learning had markedly deteriorated due to ‘accelerating divergence’ between the three smaller countries and a dominant England that has been pursuing an ‘extreme Anglo Saxon Education model’. The article also notes that some aspects of policy learning continue to take place ‘beneath the radar’ between UK and wide civil society ...
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heavy fog in the channel continent cut off reform of Upper Secondary Education from the perspective of english exceptionalism
European Educational Research Journal, 2014Co-Authors: Ann Hodgson, Ken SpoursAbstract:Recent international studies in Upper Secondary Education (USE) have highlighted the importance and complexities of this phase as it becomes a more universal experience. Here we examine recent trends in USE to provide a context for discussion of the English system, which has been moving from a ‘linked’ to a more ‘tracked’ approach since 2010 through a combination of factors that make it ‘exceptionalist’. We suggest that this change has not been adequately captured in cross-national studies because of its recent nature and because analysis of USE systems has not sufficiently appreciated the multi-dimensional character of this phase of Education as it expands. We argue that the wider global trends and pressures in USE are towards integration and unification rather than segregation and tracking. In this context we explore a four-dimensional integrated/unified model for the English USE system that might bring it closer to other systems in the UK and in Europe, thus reducing its exceptionalism and dispelling the ‘fog in the Channel’ [1]. We conclude the paper by arguing that as USE systems expand and become more universal, they require a multi-dimensional analysis and the model discussed here may be appropriate more widely.
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Towards a Universal Upper Secondary Education System in England: A Unified and Ecosystem Vision
2012Co-Authors: Ann Hodgson, Ken SpoursAbstract:In their joint Inaugural Professorial Lecture, Hodgson and Spours argue for a universal Upper Secondary Education system in England. Seeing the Education of 14-19 year olds in this way brings considerable demands and requires a new form of critical analysis. At present English Upper Secondary Education remains divided and a truncated experience for many. Progression to further study or employment is not assured. In this lecture the authors outline the features of a unified and universal Upper Secondary Education system in England that develops the potential of all, enhances the life chances of young people and goes well beyond the current government's policy aim of raising the participation age to 18 by 2015. The lecture will suggest new ways of conceptualising Upper Secondary Education as part of a 'high opportunity progression ecosystem'.
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three versions of localism implications for Upper Secondary Education and lifelong learning in the uk
Journal of Education Policy, 2012Co-Authors: Ann Hodgson, Ken SpoursAbstract:As part of the international debate about new forms of governance and moves towards decentralization and devolution, this article discusses the increasing interest in the concept of ‘localism’ in the UK, marked recently by the publication of the UK Coalition Government’s ‘Localism Bill’. A distinction is made between three versions – ‘centrally managed’, ‘laissez-faire’ and ‘democratic’ localism. The article draws on two research projects funded by the Economic and Social Research Council and one by the Nuffield Foundation, as well as sources by specialists in local government, political analysts and Educationalists. It explores the broad features of the three versions of localism and their implications for Upper Secondary Education and lifelong learning. The article concludes by examining the strengths and limitations of the first two models and suggests that the third has the potential to offer a more equitable way forward.
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Reforming Upper Secondary Education in England: A Necessary but Difficult Change
Second International Handbook of Educational Change, 2010Co-Authors: Ann Hodgson, Ken SpoursAbstract:Upper Secondary Education in England has become a major policy priority for government because there has not been significant growth in post-compulsory Education participation rates since the mid-1990s, and the government fears that this puts the country at a disadvantage when compared internationally (DIUS, 2007). At the same time, reforming the Upper Secondary phase is proving to be difficult. This chapter describes the current Upper Secondary system in England, outlines the government’s approach to reform and suggests an alternative way forward.
Stefan Lund - One of the best experts on this subject based on the ideXlab platform.
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regulation and deregulation in Education policy new reforms and school sports in swedish Upper Secondary Education
Sport Education and Society, 2014Co-Authors: Stefan LundAbstract:During the 1990s, neoliberal reforms in Sweden increased local school actors' possibilities to develop school profiles regarding both organization and content. This restructuring has increased the total number of school sports programs as well as the possibilities for Upper Secondary schools and sports clubs to develop elite and amateur sports on a local level. In a new Educational reform, the Swedish Government criticizes parts of the Swedish school sports system. The Government believes that the majority of local school sports programs and courses obstruct the maintenance of national equivalence, that Upper Secondary schools use school sports to attract pupils for economic reasons and that some pupils involved in school sports may fail to reach the academic or vocational goals of regular Upper Secondary Education. Using critical discourse analysis, the present paper illustrates how Educational policies are linked to wider symbolic meaning systems in an attempt to legitimize, define and organize Upper se...
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choice paths in the swedish Upper Secondary Education a critical discourse analysis of recent reforms
Journal of Education Policy, 2008Co-Authors: Stefan LundAbstract:Choice Paths in the Swedish Upper Secondary Education : A Critical Discourse Analysis of Recent Reforms
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Choice paths in the Swedish Upper Secondary Education – a critical discourse analysis of recent reforms
Journal of Education Policy, 2008Co-Authors: Stefan LundAbstract:Choice Paths in the Swedish Upper Secondary Education : A Critical Discourse Analysis of Recent Reforms
Perake Rosvall - One of the best experts on this subject based on the ideXlab platform.
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Collective Actions, Alliances and Resistance of Young People in Vocational Upper Secondary Education : Cross-Cultural Perspectives
2015Co-Authors: Carina Hjelmer, Perake Rosvall, Sirpa LappalainenAbstract:Collective Actions, Alliances and Resistance of Young People in Vocational Upper Secondary Education : Cross-Cultural Perspectives
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young people and spatial divisions in Upper Secondary Education a cross cultural perspective
EERA ECER Istanbul Turkey 10-13 September 2013, 2014Co-Authors: Carina Hjelmer, Sirpa Lappalainen, Perake RosvallAbstract:Young people and spatial divisions in Upper Secondary Education : a cross-cultural perspective
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Collective actions, alliances and resistance of young people invocational Upper Secondary Education : Cross cultural perspective
2009Co-Authors: Carina Hjelmer, Sirpa Lappalainen, Perake RosvallAbstract:Collective actions, alliances and resistance of young people invocational Upper Secondary Education : Cross cultural perspective
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Time, space and agency in vocational Upper Secondary Education
2009Co-Authors: Carina Hjelmer, Sirpa Lappalainen, Perake RosvallAbstract:Time and space is used, regulated and negotiated by the participants in school. The transition from Secondary to Upper Secondary school often means a higher level of responsibility for the student and possibility to influence on time and space spent in school. We in this paper explore how young people deal with the new expectations they meet on their route to adulthood and labour market citizenship, which is considered as proper form of citizenship in the era of Educational restructuring and neo-liberal governance. The presentation is based on ethnographic projects in the context of vocational Education, two in Sweden and one in Finland. The structure of Upper Secondary Education differs in the two countries. In Finland it is strictly divided into general and vocational Upper Secondary institutions, and in Sweden it is organizationally united and all programmes have the same core subjects that give merits for higher Education. We focus on cultural processes in these different contexts. In that sense our perspective is cross-cultural. The Swedish data are generated in Vehicle and Child and recreation programmes, the Finnish in a sector of social and health care. We analyse how and if young people at those programmes make collective actions, alliances and resistance negotiating their space in school.
Sirpa Lappalainen - One of the best experts on this subject based on the ideXlab platform.
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subtle discourses on equality in the finnish curricula of Upper Secondary Education reflections of the imagined society
Journal of Curriculum Studies, 2016Co-Authors: Sirpa Lappalainen, Elina LahelmaAbstract:Assurance of citizens’ social rights and minimization of social differences have been central tenets that have framed the Educational policy of Finland and the other Nordic welfare states. Equality has been on the official agenda in Educational politics and policies since the comprehensive school reforms of the 1960s and 1970s. However, the conceptualization of equality has fluctuated, reflecting the political climate in which the policy statements have been created. In this article, we analyse Finnish curricular documents concerning Upper Secondary Education from the 1970s to the 2010s in order to find out how the aims of Educational equality are presented. Drawing on different conceptualizations of equality and social justice, as well as feminist theorizations of intersectionality, we scrutinize how gendered, classed and ethnised patterns are emphasized, challenged or muted in documents. Through the longitudinal data of this study it is possible to analyse the growing impact of this neo-liberal educatio...
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Collective Actions, Alliances and Resistance of Young People in Vocational Upper Secondary Education : Cross-Cultural Perspectives
2015Co-Authors: Carina Hjelmer, Perake Rosvall, Sirpa LappalainenAbstract:Collective Actions, Alliances and Resistance of Young People in Vocational Upper Secondary Education : Cross-Cultural Perspectives
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young people and spatial divisions in Upper Secondary Education a cross cultural perspective
EERA ECER Istanbul Turkey 10-13 September 2013, 2014Co-Authors: Carina Hjelmer, Sirpa Lappalainen, Perake RosvallAbstract:Young people and spatial divisions in Upper Secondary Education : a cross-cultural perspective
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Collective actions, alliances and resistance of young people invocational Upper Secondary Education : Cross cultural perspective
2009Co-Authors: Carina Hjelmer, Sirpa Lappalainen, Perake RosvallAbstract:Collective actions, alliances and resistance of young people invocational Upper Secondary Education : Cross cultural perspective
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Time, space and agency in vocational Upper Secondary Education
2009Co-Authors: Carina Hjelmer, Sirpa Lappalainen, Perake RosvallAbstract:Time and space is used, regulated and negotiated by the participants in school. The transition from Secondary to Upper Secondary school often means a higher level of responsibility for the student and possibility to influence on time and space spent in school. We in this paper explore how young people deal with the new expectations they meet on their route to adulthood and labour market citizenship, which is considered as proper form of citizenship in the era of Educational restructuring and neo-liberal governance. The presentation is based on ethnographic projects in the context of vocational Education, two in Sweden and one in Finland. The structure of Upper Secondary Education differs in the two countries. In Finland it is strictly divided into general and vocational Upper Secondary institutions, and in Sweden it is organizationally united and all programmes have the same core subjects that give merits for higher Education. We focus on cultural processes in these different contexts. In that sense our perspective is cross-cultural. The Swedish data are generated in Vehicle and Child and recreation programmes, the Finnish in a sector of social and health care. We analyse how and if young people at those programmes make collective actions, alliances and resistance negotiating their space in school.
Jon Michael Gran - One of the best experts on this subject based on the ideXlab platform.
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the impact of completing Upper Secondary Education a multi state model for work Education and health in young men
BMC Public Health, 2018Co-Authors: Rune Hoff, Karina Corbett, Ingrid Sivesind Mehlum, Ferdinand A Mohn, Petter Kristensen, Therese N Hanvold, Jon Michael GranAbstract:Completing Upper Secondary Education is associated with higher work participation and less health-related absence from work. Although these outcomes are closely interrelated, most studies focus on single outcomes, using cross-sectional designs or short follow-up periods. As such, there is limited knowledge of the long-term outcomes, and how paths for completers and non-completers unfold over time. In this paper, we use multi-state models for time-to-event data to assess the long-term effects of completing Upper Secondary Education on employment, tertiary Education, sick leave, and disability pension over twelve and a half years for young men. Baseline covariates and twelve and a half years of follow-up data on employment, tertiary Education, sick leave and disability pension were obtained from national registries for all males born in Norway between 1971 and 1976 (n =184951). The effects of completing Upper Secondary Education (by age 23) were analysed in a multi-state framework, adjusting for both individual and family level confounders. All analyses were done separately for general studies and vocational tracks. Completers do better on a range of outcomes compared to non-completers, for both fields of Upper Secondary Education, but effects of completion change over time. The largest changes are for tertiary Education and work, with the probability of work increasing reciprocally to the probability of Education. Vocational students are quicker to transfer to the labour market, but tend to have more unemployment, sick leave and disability, and the absolute effects of completion on these outcomes are largest for vocational tracks. However, the relative effects of completion are larger for general studies. Completing Upper Secondary Education increases long-term work participation and lowers health-related absence for young men, but effects diminish over time. Studies that have used shorter follow-up periods could be overstating the negative effects of dropout on labour market participation. Multi-state models are well suited to analyse data on work, Education and health-related absence, and can be useful in understanding the dynamic aspects of these outcomes.
