School to higher education, work transitions and exclusion: Insight and learning from 4 countries in times of social reform in Chile

从学校到高等教育、工作转型和排斥：智利社会改革时期四个国家的见解和学习

• 批准号: MR/N026527/1
• 负责人: Céline Rojon
• 金额: $ 20.26万
• 依托单位: University of Edinburgh
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2016
• 资助国家: 英国
• 起止时间: 2016 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=MR%2FN026527%2F1
• 关键词: higher; education; work; transitions; exclusion

Education is considered to be one of the key drivers to addressing social (in)equality issues, especially in lower-income countries. In Chile and other Latin American countries specifically, existing educational systems need to be enhanced to provide better opportunities for the social mobility and personal development of young people. To contribute to the extant debates within policy, practice and theory, the proposed project aims at comparatively examining young people's access to educational and work opportunities in four different countries (UK, Chile, Germany and Finland), focusing hereby on their transitions firstly between school and university/higher education and secondly between university/higher education and the workplace. Findings of the planned multidisciplinary (education, sociology, psychology, management and organisation studies), cross-cultural research are expected to contribute to an enhanced understanding of the role higher education plays in the social structure in times of educational reforms in Chile, whilst also informing public policy and practice in the other three countries and further countries facing challenges relating to their educational system and equality, alongside the academic debate on life domain/stage transitions. The four specific countries have been identified as interesting cases for the research because they differ greatly on key dimensions (i.e., social equality, income, culture, educational systems) relating and/or relevant to the education, socialisation and work entry of young people. Following an initial systematic review of the extant literature, we will adopt a mixed methods design to examine young people's transitions at key points in their lives, triangulating findings from three sources of data. Specifically, we will carry out a quantitative survey, aiming to collect data from a mixed sample of 150 young people in each of the four countries. The survey will include questions focusing on individuals' experiences of transitions between secondary school and higher education, as well as between secondary school/higher education and work, in order to better understand the interplay of access to opportunities, as well as recruitment, selection and support mechanisms in universities and organisations. It will also investigate individuals' experiences of transitions in terms of psychological outcomes, such as their well-being. To deepen findings from the survey, and enhance understanding of the issues examined, we will further conduct 20 individual interviews per country with both policymakers, representatives of educational authorities and organisations, as well as individuals that have experienced already transitions between education and work or are going through such changes in their lives currently. Amongst others, we seek to explore individuals' life stories, public policy and organisational mechanisms through these interviews, aiming hereby to gain insight into the role played by inclusion/exclusion mechanisms and how individuals, governments and local agencies may grant or block equal access to opportunities. Secondary data, such as existing survey and statistical data, will be gathered from governments, think tank and other relevant bodies to supplement the primary data collected quantitatively and qualitatively. Aside from seeking to contribute to the improvement of individuals' access to higher education and job markets by providing a more evidence-based understanding of how educational organisations relate to social structures and opportunities to policy-makers and representatives of educational authorities, findings of the proposed project are further expected to contribute to existing academic debates: Not only will our study be the first to compare transitions between school, university and work across four very different countries, we will also examine specific transitional aspects that have been somewhat neglected by the research community.

教育被认为是解决社会（不）平等问题的关键驱动力之一，特别是在低收入国家。特别是在智利和其他拉美国家，现有的教育体系需要加强，为年轻人的社会流动和个人发展提供更好的机会。为了促进政策、实践和理论方面现有的辩论，拟议的项目旨在比较研究四个不同国家（英国、智利、德国和芬兰）年轻人获得教育和工作机会的情况，重点关注他们首先在学校和大学/高等教育之间的过渡，其次关注他们在大学/高等教育和工作场所之间的过渡。计划中的多学科（教育、社会学、心理学、管理和组织研究）、跨文化研究的结果预计将有助于加深对智利教育改革时期高等教育在社会结构中所发挥作用的理解，同时也为其他三个国家和其他面临教育制度和平等挑战的国家的公共政策和实践提供信息，同时也为生活领域/阶段转变的学术辩论提供信息。这四个具体国家被认为是研究的有趣案例，因为它们在与年轻人的教育、社会化和工作进入相关和/或相关的关键维度（即社会平等、收入、文化、教育系统）方面存在很大差异。在对现有文献进行初步系统回顾后，我们将采用混合方法设计来研究年轻人在人生关键时刻的转变，对三个数据源的发现进行三角测量。具体来说，我们将进行一项定量调查，旨在从四个国家各150名年轻人的混合样本中收集数据。该调查将包括重点关注个人在中学和高等教育之间以及中学/高等教育和工作之间过渡经历的问题，以便更好地了解获得机会的相互作用，以及大学和组织的招聘、选拔和支持机制。它还将调查个人在心理结果方面的转变经历，例如他们的幸福感。为了加深调查结果并加深对所研究问题的理解，我们将进一步对每个国家的政策制定者、教育当局和组织的代表，以及已经经历过教育和工作之间的转变或目前正在经历这种生活变化的个人进行 20 次个人访谈。除此之外，我们力求通过这些访谈探索个人的生活故事、公共政策和组织机制，旨在深入了解包容/排斥机制所发挥的作用，以及个人、政府和地方机构如何授予或阻止平等机会。二手数据，如现有的调查和统计数据，将从政府、智库和其他相关机构收集，以定量和定性地补充收集的原始数据。除了通过向政策制定者和教育当局代表提供关于教育组织如何与社会结构和机会相关的更有依据的理解来寻求为改善个人接受高等教育和就业市场做出贡献外，拟议项目的研究结果预计将有助于现有的学术辩论：我们的研究不仅将首次比较四个截然不同国家的学校、大学和工作之间的转变，我们还将研究在某种程度上已被忽视的具体过渡方面。 被研究界忽视。