Vocational education and social inequalities in within- and between-school curriculum tracking

Sevilla, María Paola; Polesel, John

doi:10.1080/03057925.2020.1798214

Cited by 14 publications

(5 citation statements)

References 19 publications

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“…In addition, learning and school socialisation effects are related to the peer group, as the tracks are often also socio-economically segregated in the sense that a student's chance of being enrolled in a high-track school increases with the educational level of the parents. This results in relatively homogeneous developmental environments, with higher learning rates in high tracks (Felouzis and Charmillot 2013;Maaz et al 2008;Sevilla and Polesel 2020).…”

Section: Effects Of Early Between-school Trackingmentioning

confidence: 99%

Shadow education in the context of early tracking: between-track differences in the Czech Republic

Šťastný

2021

Compare: A Journal of Comparative and International Education

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Previous research on the implications of early-tracking education systems has not specifically focused on how studying in academic and non-academic tracks shapes the features and characteristics of shadow education (private tutoring) that students are involved in. The study compares the scale and features of private tutoring and the underlying factors of its reception among lower-secondary students in the two tracks. Analysing a representative sample of 1,280 senior grade students, the study found significant differences in scale, subjects and reasons for tutoring during their lower-secondary studies, which may partly explain the prevailing gaps in between-track student achievements. Early tracking is likely to contribute to increasing the overall scale of PT by introducing selective entrance examinations, which nurture the demand for PT. While parental education, books at home, city size and educational aspirations were significant predictors of private tutoring for regular-track students, they were insignificant for academic-track students.

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Section: Effects Of Early Between-school Trackingmentioning

confidence: 99%

Shadow education in the context of early tracking: between-track differences in the Czech Republic

Šťastný

2021

Compare: A Journal of Comparative and International Education

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“…The MPK scores are purely a reflection of the student's behavior during the apprenticeship. It is under the principle that schools are liaison agents between families and communities that provide students with knowledge and skills [6].…”

Section: Totalmentioning

confidence: 99%

The influence of the independent learning curriculum on the lecture process of undergraduate engineering students in Indonesia

Soeryanto¹,

Santoso²,

Kurniawan³

et al. 2023

Proceedings of the 5th International Conference on Vocational Education and Technology, IConVET 2022, 6 October 2022, Singaraja

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Significance changes are taking place at universities in Indonesia since the implementation of the MBKM curriculum. MBKM requires universities to provide internships for students outside the study program equal to twenty credits for three semesters. It makes them confused because they are more familiar with theoretical lectures than practical ones. The same thing happened at the State University of Surabaya. Although universities have issued guidelines for implementing MBKM, many study programs still need to implement them. They assume that the twenty credits of the internship will reduce the theory, increase the burden on students to graduate, and extend the student's study period. The apprentice reduces class to twenty credits in the sixth semester, while it expands to PI and PLP in the seventh and eighth semesters, respectively. MPK appears as a course that accommodates internships in the sixth semester. MPKs classify students' abilities during internships. The evaluation of MPK appeared in the last two semesters of the mechanical engineering education study program. The scores that students got on MPK were higher than in theory, and this caused an increase in their GPA. Not only it, but the MPK scores also increased from the first semester to the second semester. It shows that students' skills improve with internships because the evaluation was based on the number of tasks completed by students.

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“…In fact, empirical evidence has shown that social or ethnic mixing in schools is not sufficient to deactivate prejudices, stereotypes, and discriminatory practices. On the contrary, different segregation mechanisms may operate ( Reay, 2004 ), such as curricular tracking ( Sevilla and Polesel, 2020 ), groupings by friendship or family influence in school schedules ( Reay and Ball, 1998 ; Van Zanten, 2003 ).…”

Section: Deliberative Teaching As a Pedagogical Experience For Sustainable Citizenshipmentioning

confidence: 99%

Deliberative Teaching as an Emergent Field: The Challenge of Articulating Diverse Research Agendas to Promote Educational Experiences for Citizenship

2021

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Democracies are increasingly dependent upon sustainable citizenship, that is, active participation and engagement with the exercising of rights in a field of plural interests, often contradictory and in conflict. This type of citizenship requires not only social inclusion, habits of knowledge, and evidence-based reasoning but also argumentation skills, such as the individual and social capacity to dispute and exercise individual and social rights, and to deal peacefully with sociopolitical conflict. There is empirical evidence that educational deliberative argumentation has a lasting impact on the deep and flexible understanding of knowledge, argumentation skills, and political and citizenship education. However, these three trends of research have developed independently with insufficient synergy. Considering the relevance of deliberative education for contemporaneous democracies and citizenship, in this paper we seek to converge in a field of interlocution, calling it deliberative teaching. Our aim is to propose a way to increase the dialog and collaboration between the diffuse literature on argumentation and education, highlighting both the main theoretical and empirical gaps and challenges that remain and the possibilities to advance our knowledge and the educational impact that this integrating field could offer.

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Vocational education and social inequalities in within- and between-school curriculum tracking

Cited by 14 publications

References 19 publications

Shadow education in the context of early tracking: between-track differences in the Czech Republic

Shadow education in the context of early tracking: between-track differences in the Czech Republic

The influence of the independent learning curriculum on the lecture process of undergraduate engineering students in Indonesia

Deliberative Teaching as an Emergent Field: The Challenge of Articulating Diverse Research Agendas to Promote Educational Experiences for Citizenship

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