02 SES 09 C, At-Risk Careers
This research aims to analyze the transition of young people to higher education and careers in Brazil and Italy. Considering particularities between Brazil and Italy in terms of their political, social, educational, and economic contexts, the specific objectives of this research are as follows: a) To provide a contextual overview of the vocational educational systems (secondary and post-secondary) from Brazil and Italy and their interconnection with the labor markets; b) To identify and describe Brazilian and Italian current policies and programs focused on providing effective post-school transition outcomes for youth; c) To analyze available statistical data, documents, and literature on the transitions into postsecondary studies and careers in both countries. The research is grounded on theoretical approaches linking academic performance and transition of students to cultural, economic and social contexts (e.g. Abrantes, 2005; Gomez, 2009; Lamb & Mckenzie, 2001; Silva & Hasenbalg, 2002). The study's framework also considers theoretical approaches on vocational education and educational transitions (e.g. Aynsley & Crossouard, 2010; Costa et al., 2015; Hoelscher, Hayward, Ertl, & Dunbar‐Goddet, 2008; Morselli et al., 2014; Reay, 2002; Smyth & Banks, 2012).
The research is being developed through a mixed-method study which allows data triangulation and “approaching a research question from two or more angles in order to converge and cross-validate findings from a number of sources” (Hewson, 2006, p. 180). The research methods include documentary analysis and analysis of secondary statistical data. By combining qualitative and quantitative perspectives, the research expects to reveal the ways in which transitions from school to postsecondary studies and careers of youth are structured in each country.
The expected results include identification of the similarities and differences between the secondary and post-secondary education systems in Brazil and Italy, as well as the potential and limits of both models for education, training, and professional development of young people. Through comparing the perspectives of these two countries in relation to vocational youth education, this research intends to address the multifaceted pathways of young people nowadays. This would help to understand whether and how each context contributes to the youth transition process, and how policymakers and practitioners can focus more strategically on effective transition strategies.
Abrantes, P. (2005). As transições entre ciclos de ensino: entre problema social e objecto sociológico. Interacções, (1), 25–53. Aynsley, S., & Crossouard, B. (2010). Imagined futures: why are vocational learners choosing not to progress to HE? Journal of Education and Work, 23(2), 129–143. Gomez, V. M. (2009). La transición del nivel medio (secundaria superior) al trabajo y la formación postsecundaria en Colombia (pp. 1–20). Presented at the Seminario Internacional sobre Educación y Trabajo, Buenos Aires: IIPE/UNESCO. Hewson, C. (2006). Mixed methods research. In V. Jupp, The Sage dictionary of social research methods (pp. 179–181). London: Sage. Hoelscher, M., Hayward, G., Ertl, H., & Dunbar‐Goddet, H. (2008). The transition from vocational education and training to higher education: a successful pathway? Research Papers in Education, 23(2), 139–151. Lamb, S., & Mckenzie, P. (2001). Patterns of success and failure in the transition from school to work in Australia. Camberwell: Australian Council for Educational Research. Morselli, D., Costa, M., & Margiotta, U. (2014). Entrepreneurship education based on the change laboratory. The International Journal of Management Education, 12(3), 333–348. Reay, D. (2002). Class, authenticity and the transition to higher education for mature students. The Sociological Review, 50(3), 398–418. Silva, N. V., & Hasenbalg, C. (2002). Recursos familiares e transições educacionais. Cadernos de Saúde Pública, 18, 67–76. Smyth, E., & Banks, J. (2012). ‘There was never really any question of anything else’: young people’s agency, institutional habitus and the transition to higher education. British Journal of Sociology of Education, 33(2), 263–281.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
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