Educational Transitions

Com base numa análise sociológica, o presente artigo analisa a crescente diversidade cultural nas escolas portuguesas como um reflexo das transformações sociais contemporâneas, como a globalização e novos padrões migratórios. O texto argumenta que a escola, enquanto campo de reprodução de relações sociais, enfrenta o desafio de repensar as suas estruturas, historicamente homogéneas, perante a pluralidade de identidades dos alunos. São abordadas as tensões entre o discurso da inclusão e as práticas que continuam a privilegiar determinados capitais culturais, gerando desigualdades. A análise foca-se ainda nas estratégias de adaptação e negociação identitária por parte dos alunos e nas metodologias desenvolvidas pelos professores para lidar com esta nova realidade. Sublinha-se, assim, a importância do “reconhecimento” substantivo das diferentes culturas, que exige uma reconfiguração dos currículos e das práticas pedagógicas para além de abordagens superficiais. O artigo aponta ainda as contradições do sistema educativo, que promove a competição e a padronização, em conflito com a necessidade de uma educação personalizada e intercultural. Em suma, o texto defende que a transformação da escola num espaço de cidadania intercultural e de justiça social requer uma ação intencional que valorize a diferença como um pilar de um projeto educativo emancipatório.

          Researchers in the Czech Republic, as well as internationally, have traditionally studied the factors that contribute to the choice of upper secondary tracks and programs. Much less is known about the day-to-day experiences of the students in different tracks, particularly in professional/vocational tracks, and the possible mechanisms that produce the positive or negative outcomes of their schooling. We present the results of a prospective qualitative study of 22 students we followed from their last year of lower secondary school and through their first and second years in different tracks and schools. Data obtained in three waves of interviews were subjected to thematic analysis. Two major themes cutting across domains of daily routines, social relations, and the respondents' perception of curriculum/learning are described: school choice and professional/vocational specialization. The key findings are several important differences between the post-transitional experie...

Parental school choice is often studied in urban space. This paper presents a typology of attractive rural schools where school choice is widely practiced. Attractive (demanded) schools we defined as those with a higher proportion of students from outside the catch-ment area. The study is based in the Central European country, Czechia, where municipali-ties must delimit a catchment area for schools, but there is also liberal free school parental choice. We understand school community narrowly, as people with a distinct connection to a par-ticular educational institution, especially through commuting relationships (Eppley et al., 2021). Traditionally, rural school communities were local or territorially close (Solstad and Andrews, 2020). As rural communities have evolved since the twentieth century, their social and ethnic composition, views, demands, and aspirations regarding education have diversi-fied, influencing parental choice (Gristy et al., eds., 2020; Bagley and Hillyard, 2015). Even the rural school patterns are not static; individual schools vary in demand, and some be-come more attractive than others. Thus their regional scope changes, becoming schools for a different community of students and parents than just the municipality (Beach and Ar-razola, 2020). Pull and push factors in family decision-making about school are often distinguished (Maroulis et al., 2019). We assume new communities form differently based on the preva-lence of pull or push mechanisms in school choice, and depending also on the school's geo-graphic position within the school system. Our study defines in-demand schools by analyzing administrative data on all rural schools in Czechia (N = 2086). From the schools with the highest proportion of students from outside the catchment area, we selected 13 cases based on school and municipality characteristics described in our partial studies. This paper focuses on 3 cases with different mechanisms of school community formation. Using mixed methods of spatial analysis of statistical data on students' place of residence, interviews with operators and headmasters, and a question-naire survey among parents, we illustrate the combinations of factors leading to different types of rural school communities. Our analysis confirms that parents consider both school culture (curriculum, instruction, climate, shared values) and structural characteristics (organizational types, size, and loca-tion) when choosing a rural school. Finally, we emphasize the implications of parental choice for rural schools' strategies in the education quasi-market.

This study explores the measures taken by educational development units, as well as educational/academic developers and learning technologists in higher education, to assist teaching academics in supporting their students at the moment of transition from pre-university study into higher education. A survey was distributed to educational developers to determine what measures were undertaken to help students transition into a wholly online learning experience at university. The paper ultimately contends that educational development occupied a pivotal space for helping support students’ transitions into a fundamentally changed higher education landscape, and that it forced educational development units to think more holistically about the entire student experience in this context. It also contends that, while some of the changes have been long-lasting, further evaluation is needed of the impacts of some of the measures undertaken throughout the pandemic, as this was not carried out systematically or meaningfully at the time.

Student attrition in the first year of university is an issue of concern for many universities. Many factors influence attrition including academic preparedness and social adjustment difficulties. In this project we sought clarify factors that influence transition from the perspective of students and to implement strategies to address this issue. During first semester 2006, a series of strategies were implemented with the aim of better supporting first year psychology students' adjustment to university. These strategies included identifying students' concerns and challenges, structured orientation activities, curriculum reforms and learning support workshops. Students found the structured orientation activities and curriculum reforms beneficial in that they allowed them to reflect upon, share and validate their concerns with others which in turn helped foster their adjustment to university life. However, evaluation of the effectiveness of the learning support workshops revealed that a more systematic approach to academic support was needed, such as embedding this support into the curriculum.

This article discusses the meaning of education in people’s everyday lives and life histories. For our purposes, education is understood as a part of culture, and culture as a meaning system between actors and structures. For each person, the meaning of education depends on how it helps or hinders them in constructing their life-course and life style. The data in this study consists of interviews collected from a range of people, young and old, employed and unemployed, living in Finland. Foundations of community and moral legitimation are investigated using school text books and curricula. In this era of secularized morals based on social grounds, being excluded from schoolmates’ friendships may be a hard fate for a young person. According to our key observations and interpretations of the interviews, education has different meanings depending on the socio-historical context and an individual’s life situation. These different meanings are not sufficiently captured by functionalistic...

Of enduring policy interest and concern are the transitions of young people from school to further education and the labour market. Young people represent the future workforce of this country so it is of great interest that young people make successful transitions. However, they do not all make these successful transitions and for some this may result in poorer outcomes later in life. 

Using data from the Longitudinal Surveys of Australian Youth (LSAY), this investigation focussed on the group of young people not in education, employment or training (NEET), which is seen as a key indicator internationally of youth disengagement — and more specifically on those people who are NEET for longer periods of time, six or more months continuously, referred to as persistently NEET. While many young people experience episodes of being NEET in their early post-schooling years as they make their transition from education to the world of work, there is a small, more vulnerable group who experience periods of being persistently NEET.

This research investigates the incidence of being persistently NEET among those aged 15—24, the sociodemographic characteristics associated with the NEET state, and the outcomes at ages 20—24 for those who had one or more periods of being persistently NEET from ages 15 through to 19, as compared to their not persistently NEET counterparts.

Apprenticeships remain an important source of skilled workers in Australia; however, commencements have not kept pace with the skills demand projected in the previous decade. During that same decade, undergraduate university enrolments grew considerably. In investigating whether young people who would previously have chosen an apprenticeship have instead entered university, this study uses data from the Longitudinal Surveys of Youth (LSAY) to compare the characteristics of apprenticeship-bound young people with those who are university-bound and to determine whether the characteristics have changed between 2007 and 2019.

This paper seeks to identify and address issues that may arise with the use and analysis of the linked Longitudinal Surveys of Australian Youth (LSAY) and the National Assessment Program — Literacy and Numeracy (NAPLAN) data. The study first explores the factors affecting an LSAY respondent’s propensity to consent to the data linkage, the aim being to investigate any resultant bias in the linked data. The study also describes two associated procedures: the application of customised weights to deal with the potential bias; and a representativity analysis, which indicates how representative the consenting respondents are of the target population. Finally, the findings from the study are used as the basis of recommendations and guidance for researchers on the use of the linked LSAY-NAPLAN data in analyses.

The COVID-19 pandemic has posed severe challenges to health systems and economies around the world. While Australia has fared better than many countries in limiting collective and individual hardship, the impact of personal losses and lockdowns, along with a drastically changed global environment, has had a toll on young Australians especially. As with all economic downturns, young people have been particularly exposed to unemployment, lost earnings and reduced opportunities for education and social wellbeing.

In recent years, international initiatives such as the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994) and the Sustainable Development Goals (United Nations General Assembly, 2015) have encouraged educational researchers to focus their attentions on those conditions that enable schools to become more inclusive. Much of this research has focused upon teacher attitudes and expectations (Unianu, 2012), the development of inclusive pedagogical approaches , and aspects of assessment and classroom management . Less attention has been given to the experiences of children with special educational needs as learners in mainstream classrooms. In this paper, drawing upon data from interviews conducted with children during a four year longitudinal study, (Project Iris -Inclusive Research in Irish Schools), we consider the relationship between acceptance and belonging as critical factors in defining what it means to be included in school. In addition to presenting data from children in 24 schools across Ireland, we will discuss the challenges of undertaking fair analysis that ensures that the researchers' interpretation of pupil voices can be seen as trustworthy and informed. The paper concludes with a discussion of the principles that might inform the ways in which researchers can work with children in order to ensure them fair representation in research that investigates critical aspects of their lives.

This paper examines which factors influence the opportunities of completing upper-secondary education in Mexico, rather than dropping out of it. Drawing on Sen's capability approach and Bourdieu's sociocultural-reproduction perspective, two research hypotheses are formulated to provide possible explanations of persons' decisions to reach higher levels of schooling. These hypotheses are tested using data from Mexico's First Survey of School Dropouts, carried out in 2011. The results of this study indicate that the probabilities of completing upper-secondary education are associated with several factors: socioeconomic and demographic variables, the type of upper-secondary institution attended, human agency and educational experiences. The evidence presented in this study supports research hypotheses based on Sen's and Bourdieu's approaches. Regarding the hypothesis from the capability approach, the study data show that human agency is not only intrinsically valuable but also instrumentally important, for reaching higher educational levels. The findings of this study also bear out Bourdieu's argument that cultural and economic capital contribute to explain why students make progress in school, although, this paper challenges Bourdieu's view of the role of freedom of educational choice. Finally, some implications for educational policies are discussed in the last section of this paper.

Education serves as a powerful catalyst for personal and community transformation, particularly among Indigenous Peoples (IP) who have historically encountered significant social, economic, and cultural barriers in accessing and completing formal education. In the Division of Valencia City, many IP graduates have successfully transitioned from learners to professionals, yet their stories and strategies for success remain underexplored in academic literature. Addressing this knowledge gap, this study aims to document and analyze IP professionals' lived experiences, coping mechanisms, and achievements, focusing on the factors that contributed to their resilience and leadership. The research used a qualitative narrative inquiry approach to engage IP graduates from various fields through purposive sampling and in-depth, semi-structured interviews. Thematic analysis revealed that participants overcame intertwined challenges-financial hardship, discrimination, and cultural marginalization-by drawing strength from family, community, cultural identity, and personal resourcefulness. Their journeys highlight the importance of culturally responsive support systems, mentorship, and the value of empowering IP learners to become role models and advocates for their communities. The evidence underscores the need for inclusive educational policies and practices that address the unique needs of IP students. Future research should expand across regions and employ mixed methods to inform effective interventions further. Ultimately, this study contributes to a deeper understanding of the pathways to success for IP learners and provides actionable insights for educators, policymakers, and community leaders seeking to foster equitable and empowering educational environments.

She earned her Ph.D. in Biophysics from the Johns Hopkins University and has been with CEISMC since 1996 developing and managing university-K-12 educational partnership programs. She currently leads up a team of educators and educational researchers who are exploring how to integrate science, mathematics and engineering within authentic school contexts and researching the nature of the resultant student learning

The challenge for teachers: from traditional assessment to assessment for learning, between conceptions and good practices/La sfida dei docenti: dalla valutazione tradizionale all'assessment for learning, tra concezioni e buone pratiche The pedagogy and didactic of Ecomuseums to develop the educational ecosystem/ Pedagogia e didattica degli Ecomusei: per lo sviluppo dell'ecosistema formativo 1-12

The article presents the first results of a partial exploratory investigation, carried out in a non-formal context and based on one of three transgenerational focus groups, aimed at identifying rhetoric about differences and deconstructing hate speech

The transition to university life represents a crucial opportunity for development, characterized by both academic and personal challenges. This study examines the case of Pablo, a 20-year-old Afro-Colombian student and the first in his family to attend university. Using a cultural-semiotic psychological framework, this research explores the meaning-making processes that Pablo undergoes during his first year of studies. Through interviews and focus groups, the study reveals tensions and continuous transformations in the meanings of identity, masculinity, independence, and responsibility. These findings suggest that Pablo's university experience not only serves as a scenario for academic growth but also as a pivotal period for identity transformation. His navigation of academic pressures, social interactions, and his perception of his role as a man reveals the complex dynamics of adjusting to new contexts. This case illustrates how deeply ingrained cultural meanings can both facilitate and hinder personal change during the university transition. The study's implications extend to understanding how university environments can either support or challenge identity development in students from vulnerable backgrounds.

The National Education Policy 2020 in India recognizes the importance of investing in the early years which is the most important indicator of productive and efficient human capital a country must ensure. The policy thus, obligates strong investment in foundational learning with a special focus on the attainment of foundational literacy and numeracy skills among children in their early years. For this, policy lays a roadmap for academic and systemic reforms in mission mode for better planning, designing, and implementation of interventions for foundational learning. Accordingly, the NIPUN Bharat Mission was launched in 2021 with targets to be achieved in five years, i.e. by 2026-27. This paper is a narrative review of the literature with problem-solving approach to spot key issues in foundational learning in India and the remediation being followed. Review suggests issues and mitigation strategies in three areas viz, achieving access to the conducive learning environment, strengthening educational and developmental aspect of learning interventions and bringing systemic reforms as wells as developing convergence mechanism to build the robust administrative structure. Findings and strategies provided in this paper would help stakeholders identify issues beforehand and take action in, timely. This learning would also be useful to the countries having similar geographical, educational, and social constraints who want to or are in the process of designing or implementing such interventions.

The acquisition of fundamental skills in early childhood is foundational for future
learning and holistic development, aligning with the Sustainable Development Goals'
objective of promoting early literacy and numeracy. However, the State of Global
Learning Poverty report indicates a concerning trend, with global learning poverty
reaching 70% in low- and middle-income countries, highlighting the challenge of
children struggling with basic literacy by age 10. India has taken proactive measures
through the National Education Policy 2020 and the launch of the 'National Initiative for
Proficiency in Reading with Understanding and Numeracy' (NIPUN Bharat) in 2021 to
ensure universal access to essential reading and numeracy skills by Grade III. This study employs a mixed-methods research approach, incorporating both qualitative and
quantitative methodologies to assess the effectiveness of India's initiatives in promoting foundational learning. Qualitative analysis involves examining policy documents, curriculum materials to understand the implementation process and challenges faced. Quantitative assessments include analysing educational data from the academic year 2021–22, particularly focusing on enrollment rates, learning outcomes, and the impact of interventions on children aged three to eight. These results show that India has taken a lot of steps to improve basic education. In this work, I identify challenges such as disparities in preschool attendance and pedagogical approaches that prioritise rote learning, which require comprehensive solutions involving teacher training, curriculum development, and parental engagement. Thus, as India assumes leadership within the G20, there is an unprecedented opportunity for global collaboration to advance foundational learning agendas. By sharing best practices, mobilising resources, and fostering multilateral partnerships, nations can collectively accelerate progress towards achieving Sustainable Development Goal 4, ensuring inclusive, equitable, and quality
education for all. Ultimately, the attainment of foundational learning skills for children
is not only an educational necessity but a moral imperative. Through sustained
commitment, collaborative action, and unwavering resolve, we can unlock the full
potential of future generations and pave the way for a brighter, more prosperous future
worldwide.

As Instituições do Ensino Superior estão cada vez mais preocupadas com as questões que dizem respeito à qualidade, pelo que nos últimos anos assistimos a grandes progressos relativamente à qualidade e adequação dos planos de estudos, na formação de docentes e discentes e na modernização dos espaços pedagógicos. No entanto, a área de alojamento em residências universitárias não tem sido alvo de igual forma destas preocupações e investimentos. Assim, este estudo teve por objetivo avaliar a perceção da qualidade que os estudantes alojados numa residência do ensino superior têm dos espaços privados e comuns e simultaneamente conhecer os níveis de bem-estar subjetivo que têm relativamente a algumas vivências do dia-a-dia, os quais se refletem na sua qualidade de vida. Com uma amostra de 108 estudantes alojados na residência da Escola Superior de Enfermagem de Coimbra, iniciou-se o estudo com a realização de reuniões exploratórias com todos os residentes, e com base nestas, construiu-se u...

En la sociedad actual, la competencia digital (CD) se ha vuelto esencial, trascendiendo las brechas de acceso a la red. En lo académico, esta competencia ha propiciado el estudio de la brecha digital en la educación, sobre la desigualdad de oportunidades en el desarrollo de la CD del alumnado, que se agrava por factores socioeconómicos, y de la brecha digital de género, por las disparidades entre mujeres y hombres en la CD y en las preferencias por las disciplinas STEM. Este estudio pretendió caracterizar los perfiles del alumnado de educación secundaria, triangulando los indicadores sociodemográficos, académicos y tecnológicos, para analizar si estos factores afectan a las aspiraciones académicas y a la inclusión digital del alumnado. Se realizó un análisis por clústeres, utilizando el paquete clúster de R. El perfil de los chicos revela una interrelación entre lo sociodemográfico, lo tecnológico y las aspiraciones académicas, fenómeno que no se evidencia en el perfil de las chicas...

As teses clássicas sobre as transformações da instituição familiar nas sociedades contemporâneas postularam o isolamento da família nuclear em relação à parentela. Globalmente, tendo em atenção os processos macro-sociais de individualização e privatização na modernidade, era essa a postura de autores como Durkheim e Parsons, que, ao apontarem a diminuição da força e controlo social dos grupos sociais de origem, enfatizaram a ideia de que as redes de contacto, apoio e sociabilidade, quando não públicas, tenderiam a formar-se no âmbito de afinidades electivas que não as do parentesco – seriam antes profissionais, escolares, intra-geracionais, apoiadas nas semelhanças de estilos de vida, de estatuto ou posição social. Desde há muito que muitos trabalhos e investigações vieram pôr em causa esse suposto isolamento conjugal e nuclear para contextos sociais modernos diversificados. De facto, não ignorando nem as transformações operadas no relacionamento com a parentela, nem a real individu...

The present study underscores the critical role of state-of-the-art machine learning and deep learning technologies in reshaping the traditional educational system, particularly in the context of digital examinations. Nevertheless, this transformation introduces significant challenges that require attention to ensure its success. One prominent challenge pertains to the development of ethical and impartial assessment algorithms. With the integration of machine learning and deep learning methods into digital examinations, concerns related to assessment bias and fairness have surfaced, necessitating research to design algorithms capable of delivering unbiased evaluations for students from diverse backgrounds. Additionally, there is a pressing need to delve into the ethical implications of using artificial intelligence in educational assessment. Furthermore, substantial concerns revolve around data security and privacy. The digital examination process entails the collection and secure storage of sensitive student data, raising worries about potential data security breaches and violations of privacy. To mitigate these risks, the proposed system aims to implement robust fairness-aware assessment algorithms while also incorporating advanced encryption and privacy-preserving techniques. This comprehensive approach is geared toward safeguarding student data, preventing academic dishonesty and data breaches, and ensuring compliance with data protection regulations, all with the aim of providing equitable assessments and maintaining data privacy in the context of digital examinations enhanced by machine learning and deep learning technologies.

This dissertation is dedicated to my husband, Richard Terry Johnson. He has been my rock throughout this process. I couldn't have asked to me married to a kinder, or more understanding man. Most of all he is my best friend and soul mate. I could have not completed this dissertation without his constant belief and support. He has been my knight in shining armor throughout this process. Chapter Three: Methodology .

The mission of the Centre is to help create the conditions for excellent policies, services, and practices that improve the lives of children, youth, and families through research, education, and service development. The UCFRC has an extensive network of relationships and research collaborations internationally and is widely recognised for its core expertise in the areas of Family Support and Youth Development.

One of the defining attributes of India is its rich ethnic diversity, reflected significantly in its literature. In the rapidly globalizing world, it becomes critical to emphasize and understand this diversity better, and Indian Writing in English (IWE) has undertaken this task with practicality. This paper explores the importance of the portrayal of the role of ethnicity in IWE in the modern context.Modern IWE, adapting to India's transformation in the global stage, continues this focus on ethnicity. Authors like Jhumpa Lahiri and Kiran Desai in their works have extensively explored the Indian Diaspora and its multicultural identity. The duality of existing between two cultures brings forth the negotiation of ethnic identities providing a global context to Indian ethnicity. However, the portrayal of ethnicity in the modern context is not without its challenges. Stereotyping, essentializing backgrounds, distorting real cultural practices are pitfalls that authors must avoid. An accurate representation is essential as it fosters cultural understanding, combats xenophobia, and promotes unity in diversity at the global stage.In the ever-globalizing world, the portrayal of the role of ethnicity in IWE holds a unique and essential place. It is by exploring and understanding these unique identities do we realize the universal elements, creating a space for unity. IWE, through its portrayals, is not just telling stories; it is breaking barriers, fostering empathy, illuminating the unity underlying apparent disparities, making it crucial in the modern context.

The aim is to deepen our understanding of the relationship between a sense of European belonging and educational capital, focusing on the combined influence of the latter with the effect of macro-social factors, such as wealth between and within countries. Using a quantitative methodology and Eurobarometer data, it is not possible to state that the structure of distribution of educational capital within countries influences the average levels of European identity of countries. However, when the effect of educational capital is combined with the influence of inequalities in wealth and human development, it is found that educational capital is more relevant in less wealthy, less developed countries, and in countries with less internal inequality. In other words, in the richest, most developed and most egalitarian countries, the difference in average levels of European identity between the categories with less and more educational capital is less pronounced.

The rise in numbers of children experiencing school attendance difficulties in recent years makes this an important focus for UK school inclusion. Simultaneously, increases in school deregistration in favour of home education have caught media as well as regulator attention. These figures disproportionately include children on schools' special educational needs registers. This article presents findings from a doctoral study of families' reflections on their educational transitions leading to school deregistration and undertaking of home education. Through a UK-wide online survey and interviews with seven parents and six children, the research explored the experiences of 99 families. Participants described cumulative traumatic events and liminal experiences as they sought inclusive education, negotiating with under-resourced and/or underprepared professionals in unsupportive or even hostile systems. The study employed reflexive thematic analysis using an original Bronfenbrenner-Turner conceptual framework to understand the data. The framework underpins the research recommendations and has potential for policymakers and as a school inclusion tool to help educators and allied professionals recognise and support-rather than ostracise-vulnerable children and their families.

This article explores the impact of absolute changes in the opportunity structure on the experiences of education and social mobility among working-class students in the UK. Existing approaches to social mobility often overlook absolute changes or adopt limited timeframes, focusing on continuity within change. Based on 28 life-history interviews with working-class students, this study compared three cohorts' educational trajectories to analyse how absolute shifts in educational and occupational opportunities shape workingclass students' experiences of education and social mobility. The research findings reveal a generational shift in reduced positional advantage of HE attendance, with the shifting meaning of social location for working-class students who attend university in different contexts. By retaining a focus on absolute change, this article challenges the standard working-class narratives of social mobility based on shared class inequality and contributes to a nuanced understanding of the historically contextualised nature of social mobility processes and experiences.

Com este estudo, pretende-se auscultar o que os portugueses pensam e pretendem da imigração, ou seja, que rumo deve a política de imigração tomar, de acordo com a opinião da população portuguesa. O documento está dividido em duas partes e quatro capítulos. Na primeira parte, é feito o enquadramento teórico da problemática, sendo o primeiro capítulo dedicado às várias estratégias que as sociedades de acolhimento adoptam face à entrada dos imigrantes e às políticas de imigração adoptadas pelos países de maior tradição em acolhimento de imigrantes e Portugal, e o segundo capítulo dedicado à análise da legislação portuguesa que rege a imigração. A segunda parte do trabalho é dedicada à investigação empírica e está dividida em capítulos: no primeiro é definida a metodologia a utilizar no estudo empírico e no segundo é feita a análise, a descrição e a interpretação dos dados recolhidos. The present dissertation "Different Origins, Different Views -A sociological Picture on immigration in Portugal", integrated in the curricular plan of the master Social Work course -Migrations and Ethnic Minorities, constitutes a requisite to obtain the master degree, which is related to the Department of Politic and Behavioral Department of the Faculty of Human and Social Sciences of the Fernando Pessoa University. With this study we intend to perceive what Portuguese think and expect from immigration, in other words, which path should immigration policy take, according to the opinion of the Portuguese population. The document is divided in two parts and four chapters. In the first part we make the problematic theoric framing, in which the first chapter is dedicated to the several strategies that the receiving societies can adopt regarding the entrance of immigrants, the immigration policies adopted by the countries with longest tradition of receiving immigrants and Portugal, and the second chapter is dedicated to the analysis of the Portuguese legislation that rules immigration. The second part of the paper is dedicated to the empiric investigation and it is divided into two chapters: in the first we define the methodology to use in the empiric study, and in the second chapter we make the analysis, description and interpretation of the collected data. La présente dissertation, "Différentes Origène, Différentes Ollaires -Un retrait sociologique sur la immigration au Portugal", intégré au programme dans le corse de mestre en Travaille Social -Migrations et Ethnique Minorités, constitué un réquisit sur la obtention dans le grau de mestre, en la Université Fernando Pessoa. Con été étude, nous prétendons ausculter quel que pense e souhaiter les portugaise dans la immigration, e quel que pat devez la politique de immigration tomar, en accord dans la opinion des populations portugaise. Le document et dévidé en deux parte e quatre capitulés. En la première, ce fait le théorique encadrement dans la problématique, en el que le première capitule ce consacrer a les varias stratégies en que las sociétés de accolaient adopté sur la entré des immigrant et las politiques de immigration adoptés sur les pais dans que la tradition de accolaient de immigrants et Portugal, e le second capitule ce consacre à la analyse de la portugaise législation que rège la immigration. La second parte dans le travaille ce consacre a la investigation empirique et ce dévidé en deux capitules: en le première ce défini la méthodologie a utiliser en la étude empirique e ce fait la analyse, description et interprétation dans la information récolions. VIII À minha mãe e à Joana. Um primeiro agradecimento à minha mãe, que me incentivou e encorajou a continuar, com uma persistência benevolente. Ao Paulo Dias e à minha restante família, pela ajuda com a qual pude contar quando foi preciso e pela alegria que sempre me transmitiram. Agradeço a todos os meus colegas de turma, nomeadamente, a Alcina Mangas, a Cláudia Andrade, a Marisa Moreira e o José Carreira. A todos os que foram meus professores, pelo empenho e paciência demonstradas. À Maria do Carmo Barbosa pelo apoio e amizade. Queria ainda agradecer ao Prof. Doutor Rui Leandro Maia, orientador da dissertação, pela disponibilidade, interesse e dedicação que emprestou a este trabalho. Agradeço extensivamente a todos que, de alguma maneira, com carinho e compreensão, me incentivaram a continuar.

The number of Chinese immigrants in Portugal has been rising substantially since the first decade of the 21st century. Their ensuing sedentarisation and that of their descendants raises the question of how their social integration into Portuguese society has been developing. The present article’s goal is to analyse some of the key dimensions of the life of descendants of Chinese immigrants: immigratory trajectory, family context, academic path, and labour market insertion. The author use discourses recorded in semi-structured interviews of young descendants. The final section of the article presents a number of questions for future reflection on the topic.

Dissertação de Mestrado apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Trabalho Social.A presente dissertação, “Diferentes Origens, Diferentes Olhares – Um retrato sociológico sobre a imigração em Portugal”, integrado no plano curricular do curso de mestrado em Trabalho Social – Migrações e Minorias Étnicas, constitui requisito para a obtenção do grau de mestre, estando adstrito ao Departamento de Ciência Política e do Comportamento da Faculdade de Ciências Humanas e Sociais da Universidade Fernando Pessoa. Com este estudo, pretende-se auscultar o que os portugueses pensam e pretendem da imigração, ou seja, que rumo deve a política de imigração tomar, de acordo com a opinião da população portuguesa. O documento está dividido em duas partes e quatro capítulos. Na primeira parte, é feito o enquadramento teórico da problemática, sendo o primeiro capítulo dedicado às várias estratégias que as sociedades de acolhimento adoptam face...

This study examines social networks' role in high-achieving students' transitions from upper secondary school to higher education. A specific focus is on the configuration of their social network, its' stability over time, and how the students experience the nature of the relationships in the network. The case study is based on three student cases selected from a pool of 52 students, and the data includes three waves of interviews with students over two years, interviews with a significant other to the students, and a subjective mapping of their social network. Analytical tools are the concepts of cultural and social capital and weak and strong ties. The study shows how social and cultural capital works within a social network, experienced from the students’ perspectives. In addition, we conclude that the transition process is fragile for students with low cultural capital regarding network configurations, significantly when changing fields of interest from upper secondary to tertiary education. Here, the importance of having weak ties is illustrated in terms of the need for field-specific influx for a bridging support role in the transition. The active involvement and reciprocal nature of the relationships are vital, and the strength of the network depends on whether it pertains over time. The results have implications for practice due to the emerging interrupted transitions to higher education and how to support students in their apparent situations, which are characterised as being in a state of limbo with no clear resolution.

The National Education Policy (NEP) 2020 emphasises the importance of holistic, inclusive, and equitable education beginning at the foundational stage, with a focus on experiential and play-based learning methodologies. The foundational stage, which serves children aged 3–8, is crucial for the development of cognitive, social, and physical skills. Physical literacy, characterised by competence, motivation, and confidence in physical activity, aligns with the objectives of NEP 2020.This study examines physical literacy as a means to promote inclusive education during foundational stage in accordance with NEP 2020. Physical literacy, which includes competence, motivation, and confidence in physical activities, facilitates cognitive, emotional, and social development. Integrating physical literacy into the foundational curriculum addresses diverse learning needs, facilitating equitable access to education for all children, including those with disabilities. This study examines global best practices and provides practical recommendations for their implementation within the Indian context. The study utilises global and local best practices to demonstrate its capacity to meet varied learning needs, promote equity, and improve engagement. Policy interventions, teacher training, and infrastructure development are recommended to effectively integrate physical literacy into the NEP 2020 framework.

The aim of this article is to analyse the relationships among the different actors involved in educational trajectories in Slovenia, to understand their different perspectives, and to describe the constellations of factors of relevance, responsibility and support in students' educational trajectories. The research instruments are semi-structured interviews with different actors (students, parents, teachers, counsellors, experts). Since the 1970s, Slovenia has managed to strongly raise the educational level of especially disadvantaged groups of young people, such as women and children from socially weaker families and milieus. This kind of system has supported the social integration of disadvantaged, socially vulnerable and handicapped groups of young people. However, today and especially in the light of the increasingly serious economic and social crisis this system is under threat from both the outside and inside. Externally, it is threatened by the lack of financial and material resources, the neoliberal austerity policy and the weakening of the institutions of the welfare state; internally, it is weakened by the imbalance between key educational agents, students, parents, teachers and experts. While the external pressures are weakening the strength and position of schools as the key educational institutions, the internal pressures are diminishing the professional authority of teachers and their professional competencies.

The Creative Commons licence conditions do not apply to all logos, graphic design, artwork and photographs. Requests and enquiries concerning other reproduction and rights should be directed to the National Centre for Vocational Education Research (NCVER). This document should be attributed as Curtis, DD, Mlotkowski, P & Lumsden, M 2012, Bridging the gap: who takes a gap year and why?, NCVER, Adelaide. This work has been produced by NCVER through the Longitudinal Surveys of Australian Youth (LSAY) Program, on behalf of the Australian Government and state and territory governments, with funding provided through the Australian Department of Education, Employment and Workplace Relations.

This 3-page report, published by researchers at the Wisconsin Center for Education Research, focuses on "the relationship among dual enrollment, early postsecondary academic momentum, and student retention / graduation at public two-year technical colleges in Wisconsin." As the paper explains, duel enrollment positively impacted student retention and completion rates, and even made it more likely for students to graduate on time

How do you feel about mathematics ? Answer. Maths is the demon that jumped out of the closet and licked me in the face. [Third-year student, currently training to be a primary teacher] D emons are abhorrent creatures. They instil fear and are best avoided. Yet mathematics as a demon has managed to 'lick' this student. Does this imply that the demon has been tamed and that some kind of affection lies between the student and the subject? Has the student's own fear of the subject been licked? If it has, how were the transitions between fear and friendliness, abhorrence and affection, made? Many transitions are potentially problematic. But for students entering initial training as primary teachers, who so often perceive mathematics as a source of anxiety, the movement between the two locations of learner and teacher seems especially fraught. This exploratory article marks an attempt at having some appreciation of the various kinds of 'self work' (Stronach and Maclure, 1997, p. 135) that is undertaken by students when making the move from being a 'learner of mathematics' to becoming a 'teacher of mathematics'. We suggest that for such students 'identity' can be seen as a key feature in easing those tensions which lie between the two sites. Subsequently we try to show how particular constructions of the 'self' are used to surmount and negotiate hurdles and boundaries. This includes perceived lack of mathematical competence. Our main interest, then, is perceptions of the 'self' and how, in relation to mathematics, it is talked about, described and generally theorised. In part, this involves looking at the kinds of emotional baggage that centre on mathematics and which students have collected over a period of time. We are particularly interested in those ways 'identity' seems to assist in both accruing and jettisoning such baggage. We also note and discuss how accounts of past mathematical experiences are filtered through current perceptual frameworks. It is this crisscrossing between present perceptions of mathematics and the self, memories of mathematics and the self, and how together these feed into and help fashion future constructions of the self as 'teacher of mathematics', that we attempt to address. An enquiry into transitions 1 An enquiry into transitions From being a 'learner of mathematics' to becoming a 'teacher of mathematics'

Young people in school are a group who gain a great deal of attention from the research community with many surveys exploring success, skills and welfare among students. This study considers coping and support issues facing young people from a multi-actor perspective framing it in a comparative welfare and educational context. It focuses on investigating how students manage to cope with educational demands. It analyses measures of active inclusion through provision of social support and informal support inside and outside of school, and how formal, non-formal and informal learning are related within education systems in general and in educational trajectories in particular. Some of the questions that are central to this thematic report include the following: What are the conditions and constellations under which productive learning occurs and how are learning biographies constructed? What support systems are available inside and outside of school in order to help students develop su...

This paper explores primary to post-primary transitions for students with Special Educational Needs (SEN) within mainstream schooling in an Irish context. A questionnaire was distributed to a cohort of sixth class students (n=58) from four different primary schools in advance of their transfer and results were then compared with a similar cohort of first year students (n=63) from two post-primary schools following the transfer. The perspectives of the key stakeholders involved in the transition process were gained through questionnaires (n=10) and semi-structured interviews (n=5). Findings indicate that while a minority of first-year students experience transition difficulties, students with SEN encounter greater obstacles during this crucial time of transfer with increased anxiety and are more vulnerable and prone to bullying than their typically developing peers. Schools should place greater emphasis on transitions involving those with SEN due to their increased vulnerability.

Issues & Answers is an ongoing series of reports from short-term Fast Response Projects conducted by the regional educational laboratories on current education issues of importance at local, state, and regional levels. Fast Response Project topics change to reflect new issues, as identified through lab outreach and requests for assistance from policymakers and educators at state and local levels and from communities, businesses, parents, families, and youth. All Issues & Answers reports meet Institute of Education Sciences standards for scientifically valid research.

Background. With an increase in the number of school graduates entering the institutions of the vocational education system, and an increase in the variability of educational and professional trajectories of young people in general, the relevance of studying students who came to university after graduating from college increases. The question of the reasons for the admission of such students to full-time education and the possibilities of their professional development remains poorly understood.
Purpose. The objective is to study the transition trajectory of university students – vocational education graduates studying in full-time teacher-training programs, as a feature of their educational and professional development.
Materials and methods. The analysis of admission statistics at Smolensk State University made it possible to identify the enrollment rates of secondary vocational education graduates and justify the sampling for the qualitative method — interviews, in which full-time students from 1st to 4th year, studying in teaching programs, participated. An analysis was conducted on 12 structured interviews, which characterized the educational trajectories of students who were graduates of teacher training and non-pedagogical programs
Results. The transit educational trajectory was planned by all respondents, but its reasons were due to factors of a different nature: territorial or personal. Two-thirds of the respondents entered pedagogical programs already having a teaching education, which generally characterizes the awareness of professional choice and is a positive prerequisite for their educational and professional development. The shift in the direction of training to pedagogical is due to a positive attitude towards this field but characterizes students as experiencing difficulties in professional self-determination. The choice of full-time education is driven by both intrinsic motives (to gain more knowledge and become a qualified professional) and economic and social reasons.

Обоснование. С увеличением количества выпускников школ, поступающих в учреждения системы СПО, и ростом вариативности образовательно-профессиональных траекторий молодежи в целом, возрастает актуальность изучения студентов, пришедших в вуз после окончания колледжа. Малоизученным остается вопрос о причинах поступления таких студентов на очную форму обучения, возможностях их профессионального развития.
Цель – изучение транзитной траектории студентов вуза – выпускников колледжей, обучающихся на педагогических программах по очной форме, как особенности их образовательно-профессионального развития.
Материалы и методы. Анализ статистики приема в Смоленский государственный университет позволил выявить показатели поступления выпускников СПО и обосновать выборку для качественного метода – интервьюирования, в котором приняли участие студенты очники 1-4 курсов, обучающиеся на педагогических программах. Был проведен анализ 12 структурированных интервью, характеризующих образовательные траектории студентов – выпускников колледжей педагогических и непедагогических специальностей.
Результаты. Транзитная образовательная траектория была запланированной у всех опрошенных, но ее причины были обусловлены факторами разного характера: территориальными или личными.