David Raffe
Dados Biográficos
| ID | 260449 |
|---|---|
| NOME | David Raffe |
| PRENOMES | David |
| SOBRENOME | Raffe |
| ASSINATURA | RAFFE D |
| AFILIAÇÕES | University of Edinburgh |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 40 |
| TOTAL DE CITAÇÕES | 211 |
| TOTAL COMO AUTOR | 40 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1979 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2015 |
| ÍNDICE H | 9 |
How stable is the stratification of higher education in England and Scotland
This paper asks whether the institutional hierarchies defined by ‘golden triangle’, other Russell Group, other pre-1992 and post-1992 universities in England, and by ancient, old and new universities in Scotland, have become weaker since the 1990s. Using indicators constructed from UCAS data for 1996-2010, it finds a stable hierarchical relationship among the sectors within each country, with some indicators showing a slight widening of status di…
The iron law of hierarchy? Institutional differentiation in UK higher education
This paper maps the main dimensions of differentiation among institutions and ‘faculties’ (subject areas within institutions) of higher education in the United Kingdom. It does so through a principal components analysis based on the characteristics of applicants and entrants. A single status dimension accounts for a quarter of the variation, and is associated with the social class, educational background, age (under 21) and non-local origin of st…
Social class, ethnicity and access to higher education in the four countries of the UK
This paper compares access to full-time undergraduate higher education (HE) by members of less advantaged social classes and ethnic minorities across the four ‘home countries’ of the UK. It uses data on applicants to HE in selected years from 1996 to 2010. In all home countries students from intermediate and working-class backgrounds retained a broadly level share of a rising total participation in HE, while ethnic minorities increased their shar…
Explaining National Differences in Education-work Transitions
In the 1980s and 1990s the study of education-work transitions took a comparative turn. Researchers sought to identify national differences in transition processes and outcomes and explain them in terms of institutional characteristics of national ‘transition systems’. This was an ambitious aim because it required the study of transitions to develop as a field of ‘macro’ social-science research, while continuing also to use theories, techniques o…
A New Vision for Secondary Education
This book is a manifesto for change in the form of an edited collection of papers. Kenneth Baker, as lead author, contributes the first three chapters, which analyse the failings of secondary educa
Reconstructions of Secondary Education
Reconstructions of Secondary Education
British secondary education has changed in major ways since 1945. This book examines some consequences and implications of both change and stability, drawing on a unique series of national surveys of school leavers in Scotland. The authors provide an empirical and theoretical account of central problems of contemporary schooling. Their analysis covers: certification, curriculum and selection; the effects of educational expansion; trends in educat…
What is the evidence for the impact of National Qualifications Frameworks
Numerous countries are introducing National Qualifications Frameworks (NQFs), or preparing to introduce them, despite the limited empirical evidence for their effectiveness. This paper takes advantage of recent additions to the evidence base on NQFs in order to assess their impacts, focusing on comprehensive frameworks. It also presents analytical tools for studying these impacts, by distinguishing among different types of framework and among the…
Higher education policy in post-devolution UK
Many researchers studying the impact of parliamentary devolution conclude that education policies in England, Scotland, Wales and Northern Ireland are diverging. They attribute this to five factors: the redistribution of formal powers associated with devolution; differences in values, ideologies and policy discourses across the four territories; the different composition, interests and policy styles of their policy communities; the different ‘sit…
Itinerarios que relacionan educación con trabajo
Aquest article examina de manera crítica la investigació i els debats polítics transnacionals sobre els itineraris que relacionen educació amb feina, i fa servir aquest examen per reflexionar sobre la utilitat del mateix concepte d’«itinerari». Identifica tres usos principals del concepte: per analitzar la dimensió relativa i el paper de l’educació acadèmica, la formació professional reglada i l’aprenentatge, en un sistema de transició efectiu; p…
The impact of a unified curriculum and qualifications system
There is a cross‐national trend towards unified curriculum and qualifications frameworks in upper secondary education, but such reforms face epistemological, political and institutional barriers and ‘unification’ remains a contested issue in many countries, including England. This article examines the experience of the Scottish Higher Still reform, one of the most systematic examples of this trend. It presents data from an Economic and Social Res…
Vocational Upper-Secondary Education and the Transition from School
This article addresses two main questions: do young people leaving vocational upper-secondary education make more successful transitions to employment than leavers from academic upper-secondary education, or than leavers from lower-secondary education? And does this ‘vocational effect’ vary systematically across countries? The article distinguishes two ideal types of transition system, based on the strength of linkages between vocational educatio…
How Distinctive is Scottish Education? Five Perspectives on Distinctiveness
How distinctive is Scottish education? The question is a matter of continuing and widespread interest, not least to Scots themselves: education is linked with national identity, and distinctive institutions and traditions of education have symbolised Scotland's identity as a nation within the United Kingdom. Scots have resented the laziness of comparative researchers, or statisticians constructing cross-national indicators, who assimilate Scottis…
Pathways Linking Education and Work
This paper reviews cross-national research and policy debates about pathways between education and work, and draws on this review to reflect on the utility of the pathways concept itself. It identifies three main uses of the concept: to analyse the relative size and role of general education, school-based vocational education and apprenticeship, respectively, in an effective transition system; to examine the relationships and interconnections bet…
The Scottish educational crisis of 2000
The ‘exam results debacle ’ of August 2000 provoked a crisis of confidence in Scottish education, and appeared to reveal widespread discontent with the current Higher Still reform of post-16 education. For a time the political future of the reform seemed to hang in the balance. This is surprising because the reform incorporated the views of the consensus that emerged from the Howie debates of the early 1990s, and its development involved consulta…
La construction sociale de la recherche transnationale sur l'insertion sociale et professionnelle
La construction sociale de la recherche transnationale sur l’insertion sociale et professionnelle: le Réseau européen de recherche sur l’insertion professionnelle des jeunes Cet article porte sur les résultats des recherches menées par le Réseau de Recherche Européen sur l’Insertion Sociale et Professionnelle des Jeunes formé en 1992 par des chercheurs étudiant entre autres l’insertion des jeunes depuis le système scolaire jusqu’au marché de l’em…
Insertion professionnelle
David Raffe, Analyse der Wiedereingliederungsmaßnahmen : Was kann man aus dem internationalen Vergleich lemen ? Im Laufe der letzten dreißig Jahre haben sich die Forschung und die politischen Debatten um die berufliche Wiedereingliederung immer stärker internationalisiert. Institutionen und Eingliederungsschemen unterscheiden sich jedoch nach wie vor von Land zu Land. Das Konzept der Eingliederungsmaßnahme dient als Brücke zwischen den landeseige…
Participation in full-time education beyond 16
Recent policy makers have sought to increase participation in full-time education beyond 16 and to broaden access among under-represented groups. Commentators on both sides of the border have drawn policy lessons from comparisons of the different UK systems, especially Scotland and England. This paper reviews the evidence on the level and distribution of participation in the four systems of the UK, using official statistics and survey data from t…
Participation in full-time education beyond 16
Comparing England, Scotland, Wales and Northern Ireland
The differences among the four education systems of the UK are often perceived as a nuisance by comparative researchers. This paper argues that they are also an opportunity. It describes the four systems and summarises their similarities and differences. It then presents five reasons for giving 'home international' comparisons a more prominent role in comparative research. These are, respectively: their potential contribution to theoretical debat…
The Higher Still Policy Process
In 1994 the document Higher Still: Opportunity for All outlined the government's plans for a 'unified system' of post-16 education and set in motion one of the most wide-ranging programmes of reform that Scottish education has ever seen (Scottish Office 1994). The reform is due to be implemented in 1999, having twice been postponed. In this article we review the policy process over the four years after Opportunity for All was published. We also c…
Does learning begin at home? The use of ‘home international’ comparisons in UK policy making
Overseas comparisons have been increasingly influential in UK policy making for education and training, but they have limitations as a source of policy lessons. ‘Home international’ comparisons of the four home countries of the UK have been advocated as a more fruitful source of practical policy lessons. This paper examines the extent to which policy‐making processes in the four UK territories facilitate policy learning from such comparisons, dra…
The Unification of Post-Compulsory Education
The drive to 'unify'post-compulsory education and training systems is one of the most important current developments in education policy. However the concept of 'unification' lacks clarity, is not widely recognised, and is pursued through different measures in different countries. In this paper we propose a conceptual framework with which to analyse the different meanings of and debates about unification. Using England and Scotland as examples, w…
Institutional policies for part‐time undergraduate higher education in Scotland
Financial pressures, restrictions on full‐time participation and the public commitment to access and lifelong learning, suggest that part‐time provision may be increasingly important in undergraduate‐level higher education. However the scale and organisation of part‐time provision varies across institutions, and its future development may depend on decisions taken at institutional level. This paper describes Scottish institutions’ policies for pa…
Unifying academic and vocational learning and the idea of a learning society
Unifying academic and vocational learning and the concept of a learning society are two of the most important ideas shaping current debates about policies for post‐compulsory education. This paper offers a critical appraisal of the two ideas and their origins, and suggests how they might need to be reformulated if they are to play a more constructive role in policy formulation and analysis. The paper argues that both concepts are multidimensional…
Comparing England, Scotland, Wales and Northern Ireland
The differences among the four education systems of the UK are often perceived as a nuisance by comparative researchers. This paper argues that they are also an opportunity. It describes the four systems and summarises their similarities and differences. It then presents five reasons for giving 'home international' comparisons a more prominent role in comparative research. These are, respectively: their potential contribution to theoretical debat…
Vocational Upper-Secondary Education and the Transition from School
This article addresses two main questions: do young people leaving vocational upper-secondary education make more successful transitions to employment than leavers from academic upper-secondary education, or than leavers from lower-secondary education? And does this ‘vocational effect’ vary systematically across countries? The article distinguishes two ideal types of transition system, based on the strength of linkages between vocational educatio…
Schooling the Discouraged Worker
This paper tests the hypothesis of a 'discouraged worker' effect, whereby local unemployment discourages 16 year-olds from leaving school, among a recent sample of young people in Scotland. The analysis supports the hypothesis: ceteris paribus young people were more likely to stay on at school, the higher the local unemployment rate. Local unemployment was also associated with lower school attainment: its positive direct effect on staying on may …
How stable is the stratification of higher education in England and Scotland
This paper asks whether the institutional hierarchies defined by ‘golden triangle’, other Russell Group, other pre-1992 and post-1992 universities in England, and by ancient, old and new universities in Scotland, have become weaker since the 1990s. Using indicators constructed from UCAS data for 1996-2010, it finds a stable hierarchical relationship among the sectors within each country, with some indicators showing a slight widening of status di…
Explaining National Differences in Education-work Transitions
In the 1980s and 1990s the study of education-work transitions took a comparative turn. Researchers sought to identify national differences in transition processes and outcomes and explain them in terms of institutional characteristics of national ‘transition systems’. This was an ambitious aim because it required the study of transitions to develop as a field of ‘macro’ social-science research, while continuing also to use theories, techniques o…
The iron law of hierarchy? Institutional differentiation in UK higher education
This paper maps the main dimensions of differentiation among institutions and ‘faculties’ (subject areas within institutions) of higher education in the United Kingdom. It does so through a principal components analysis based on the characteristics of applicants and entrants. A single status dimension accounts for a quarter of the variation, and is associated with the social class, educational background, age (under 21) and non-local origin of st…
Social class, ethnicity and access to higher education in the four countries of the UK
This paper compares access to full-time undergraduate higher education (HE) by members of less advantaged social classes and ethnic minorities across the four ‘home countries’ of the UK. It uses data on applicants to HE in selected years from 1996 to 2010. In all home countries students from intermediate and working-class backgrounds retained a broadly level share of a rising total participation in HE, while ethnic minorities increased their shar…
The 'Alternative Route' Reconsidered
Part-time further education has been described as an 'alternative route' for those from less favourable educational and social backgrounds. The concept of the 'alternative route' is examined critically, and two interpretations of it are tested on data collected from a sample of adult males in England and Wales interviewed in 1972. Men from middle class backgrounds, or with high (but not the highest) school attainments, have been most likely to en…
The Unification of Post-Compulsory Education
The drive to 'unify'post-compulsory education and training systems is one of the most important current developments in education policy. However the concept of 'unification' lacks clarity, is not widely recognised, and is pursued through different measures in different countries. In this paper we propose a conceptual framework with which to analyse the different meanings of and debates about unification. Using England and Scotland as examples, w…
Unifying academic and vocational learning and the idea of a learning society
Unifying academic and vocational learning and the concept of a learning society are two of the most important ideas shaping current debates about policies for post‐compulsory education. This paper offers a critical appraisal of the two ideas and their origins, and suggests how they might need to be reformulated if they are to play a more constructive role in policy formulation and analysis. The paper argues that both concepts are multidimensional…
Young People's Attitudes to YTS
Data from the Scottish Young Peoples Surveys are used to examine attitudes to YTS among two successive year groups of young people in Scotland. Many of those who had joined YTS said they did so to get jobs or because they did not have jobs. Those who had refused schemes or left them early offered a variety of reasons, although many said they had had jobs or other preferred alternatives to go to. In answer to general questions, young people expres…
Does learning begin at home? The use of ‘home international’ comparisons in UK policy making
Overseas comparisons have been increasingly influential in UK policy making for education and training, but they have limitations as a source of policy lessons. ‘Home international’ comparisons of the four home countries of the UK have been advocated as a more fruitful source of practical policy lessons. This paper examines the extent to which policy‐making processes in the four UK territories facilitate policy learning from such comparisons, dra…
Longitudinal and Historical Change in Young People's Attitude to YTS
This paper updates and extends an earlier analysis of young people's attitudes to the Youth Training Scheme (YTS) (Raffe & Smith, 1987). Among members of the second year group to be eligible for YTS, attitudes ‘improved’ slightly over a 12‐month period. They improved most among those who entered YTS for the first time during the period, but deteriorated among those who left YTS for unemployment. A comparison of the second and fourth year groups e…
Higher education policy in post-devolution UK
Many researchers studying the impact of parliamentary devolution conclude that education policies in England, Scotland, Wales and Northern Ireland are diverging. They attribute this to five factors: the redistribution of formal powers associated with devolution; differences in values, ideologies and policy discourses across the four territories; the different composition, interests and policy styles of their policy communities; the different ‘sit…
The Scottish educational crisis of 2000
The ‘exam results debacle ’ of August 2000 provoked a crisis of confidence in Scottish education, and appeared to reveal widespread discontent with the current Higher Still reform of post-16 education. For a time the political future of the reform seemed to hang in the balance. This is surprising because the reform incorporated the views of the consensus that emerged from the Howie debates of the early 1990s, and its development involved consulta…
The Transition from School to Work and the Recession
This paper uses data from the Scottish School Leavers Surveys to investigate trends in the transition from school at a time of deepening recession. The main change observed is the collapse of employment between 1979 and 1983. The paper also describes trends in the distribution of school‐leaver employment, in its industrial and occupational composition, in patterns of movement in the youth labour market and in the role of special programmes. Some …
What is the evidence for the impact of National Qualifications Frameworks
Numerous countries are introducing National Qualifications Frameworks (NQFs), or preparing to introduce them, despite the limited empirical evidence for their effectiveness. This paper takes advantage of recent additions to the evidence base on NQFs in order to assess their impacts, focusing on comprehensive frameworks. It also presents analytical tools for studying these impacts, by distinguishing among different types of framework and among the…
The ‘Transition from School to Work’ in 1980/81
This paper describes the experiences of a sample of Scottish school leavers during their first year in the labour market in 1980 and 1981. The paper describes the absorption of summer term leavers into the labour market and their movements between employment, unemployment and the Youth Opportunities Programme (YOP). The summer months continued to be the main recruitment season for school leavers; after October few school leavers found employment …
Determinants of Employment and Unemployment Among School Leavers. Evidence From the 1979 Survey of Scottish School Leavers
Multi‐track and unified systems of post‐compulsory education and ‘upper secondary education in Scotland’
The debate about systems has been crystallised by proposals to introduce a unified system of post-compulsory education and training, with a modular framework of education and training options leading to a single certificate. This would replace existing two-track or multi
The impact of a unified curriculum and qualifications system
There is a cross‐national trend towards unified curriculum and qualifications frameworks in upper secondary education, but such reforms face epistemological, political and institutional barriers and ‘unification’ remains a contested issue in many countries, including England. This article examines the experience of the Scottish Higher Still reform, one of the most systematic examples of this trend. It presents data from an Economic and Social Res…
How Distinctive is Scottish Education? Five Perspectives on Distinctiveness
How distinctive is Scottish education? The question is a matter of continuing and widespread interest, not least to Scots themselves: education is linked with national identity, and distinctive institutions and traditions of education have symbolised Scotland's identity as a nation within the United Kingdom. Scots have resented the laziness of comparative researchers, or statisticians constructing cross-national indicators, who assimilate Scottis…
La construction sociale de la recherche transnationale sur l'insertion sociale et professionnelle
La construction sociale de la recherche transnationale sur l’insertion sociale et professionnelle: le Réseau européen de recherche sur l’insertion professionnelle des jeunes Cet article porte sur les résultats des recherches menées par le Réseau de Recherche Européen sur l’Insertion Sociale et Professionnelle des Jeunes formé en 1992 par des chercheurs étudiant entre autres l’insertion des jeunes depuis le système scolaire jusqu’au marché de l’em…
Participation in full-time education beyond 16
Recent policy makers have sought to increase participation in full-time education beyond 16 and to broaden access among under-represented groups. Commentators on both sides of the border have drawn policy lessons from comparisons of the different UK systems, especially Scotland and England. This paper reviews the evidence on the level and distribution of participation in the four systems of the UK, using official statistics and survey data from t…
The Higher Still Policy Process
In 1994 the document Higher Still: Opportunity for All outlined the government's plans for a 'unified system' of post-16 education and set in motion one of the most wide-ranging programmes of reform that Scottish education has ever seen (Scottish Office 1994). The reform is due to be implemented in 1999, having twice been postponed. In this article we review the policy process over the four years after Opportunity for All was published. We also c…
The 'Alternative Route' Reconsidered
Part-time further education has been described as an 'alternative route' for those from less favourable educational and social backgrounds. The concept of the 'alternative route' is examined critically, and two interpretations of it are tested on data collected from a sample of adult males in England and Wales interviewed in 1972. Men from middle class backgrounds, or with high (but not the highest) school attainments, have been most likely to en…
Special Programmes in Scotland
In 1977 the Manpower Services Commission published the Holland Report on Young People at Work which proposed a new programme to give unemployed young people the chance to gain work experience or to attend courses that would help prepare them for work. The Youth Opportunities Programme (YOP) was accordingly set into operation from 1 April 1978, and it provided schemes of work experience or work preparation for some 162,200 young persons in 1978/9 …
How the 'Alternative Route' By-Passed Cambridge
In a recent issue of Sociology, Blackburn, Prandy and Stewart (1980) have offered a critique of my paper (Raffe 1979) on part-time education and the concept of the 'alternative route'. My analysis used data from the Nuffield mobility study; their critique is supported with data from the General sample, which is used in a recent book by the same three authors (Social Stratification and Occupations: Stewart et al. 1980) for further analyses of part…
The ‘Transition from School to Work’ in 1980/81
This paper describes the experiences of a sample of Scottish school leavers during their first year in the labour market in 1980 and 1981. The paper describes the absorption of summer term leavers into the labour market and their movements between employment, unemployment and the Youth Opportunities Programme (YOP). The summer months continued to be the main recruitment season for school leavers; after October few school leavers found employment …
Determinants of Employment and Unemployment Among School Leavers. Evidence From the 1979 Survey of Scottish School Leavers
Shorter Notices
The Transition from School to Work and the Recession
This paper uses data from the Scottish School Leavers Surveys to investigate trends in the transition from school at a time of deepening recession. The main change observed is the collapse of employment between 1979 and 1983. The paper also describes trends in the distribution of school‐leaver employment, in its industrial and occupational composition, in patterns of movement in the youth labour market and in the role of special programmes. Some …
Reconstructions of Secondary Education
Young People's Attitudes to YTS
Data from the Scottish Young Peoples Surveys are used to examine attitudes to YTS among two successive year groups of young people in Scotland. Many of those who had joined YTS said they did so to get jobs or because they did not have jobs. Those who had refused schemes or left them early offered a variety of reasons, although many said they had had jobs or other preferred alternatives to go to. In answer to general questions, young people expres…
The Distribution of School-Leaver Unemployment Within Scottish Cities
This paper examines the phenomenon of intra-urban unemployment in the context of school-leaver unemployment in Scottish cities. Unlike much of the previous work in this area, the paper avoids the 'ecological fallacy' by utilising data on individual school leavers from the 1981 Scottish School Leavers Survey in conjunction with detailed Small Area Statistics from the 1981 decennial Census. Probit analysis is employed to avoid certain statistical p…
Longitudinal and Historical Change in Young People's Attitude to YTS
This paper updates and extends an earlier analysis of young people's attitudes to the Youth Training Scheme (YTS) (Raffe & Smith, 1987). Among members of the second year group to be eligible for YTS, attitudes ‘improved’ slightly over a 12‐month period. They improved most among those who entered YTS for the first time during the period, but deteriorated among those who left YTS for unemployment. A comparison of the second and fourth year groups e…
Schooling the Discouraged Worker
This paper tests the hypothesis of a 'discouraged worker' effect, whereby local unemployment discourages 16 year-olds from leaving school, among a recent sample of young people in Scotland. The analysis supports the hypothesis: ceteris paribus young people were more likely to stay on at school, the higher the local unemployment rate. Local unemployment was also associated with lower school attainment: its positive direct effect on staying on may …
Risky Business
Multi‐track and unified systems of post‐compulsory education and ‘upper secondary education in Scotland’
The debate about systems has been crystallised by proposals to introduce a unified system of post-compulsory education and training, with a modular framework of education and training options leading to a single certificate. This would replace existing two-track or multi
Modular strategies for overcoming academic/vocational divisions
This paper discusses modular strategies for integrating academic and vocational education, such as those advocated in proposals for a unified system of post‐compulsory education and training. It focuses on the ‘aggregative’ strategy, which allows students to combine ‘academic’ and ‘vocational’ modules flexibly in programmes designed to match their individual needs and circumstances. No pure example of a fully unified national modular system yet e…
Institutional policies for part‐time undergraduate higher education in Scotland
Financial pressures, restrictions on full‐time participation and the public commitment to access and lifelong learning, suggest that part‐time provision may be increasingly important in undergraduate‐level higher education. However the scale and organisation of part‐time provision varies across institutions, and its future development may depend on decisions taken at institutional level. This paper describes Scottish institutions’ policies for pa…
Unifying academic and vocational learning and the idea of a learning society
Unifying academic and vocational learning and the concept of a learning society are two of the most important ideas shaping current debates about policies for post‐compulsory education. This paper offers a critical appraisal of the two ideas and their origins, and suggests how they might need to be reformulated if they are to play a more constructive role in policy formulation and analysis. The paper argues that both concepts are multidimensional…
The Higher Still Policy Process
In 1994 the document Higher Still: Opportunity for All outlined the government's plans for a 'unified system' of post-16 education and set in motion one of the most wide-ranging programmes of reform that Scottish education has ever seen (Scottish Office 1994). The reform is due to be implemented in 1999, having twice been postponed. In this article we review the policy process over the four years after Opportunity for All was published. We also c…
Does learning begin at home? The use of ‘home international’ comparisons in UK policy making
Overseas comparisons have been increasingly influential in UK policy making for education and training, but they have limitations as a source of policy lessons. ‘Home international’ comparisons of the four home countries of the UK have been advocated as a more fruitful source of practical policy lessons. This paper examines the extent to which policy‐making processes in the four UK territories facilitate policy learning from such comparisons, dra…
The Unification of Post-Compulsory Education
The drive to 'unify'post-compulsory education and training systems is one of the most important current developments in education policy. However the concept of 'unification' lacks clarity, is not widely recognised, and is pursued through different measures in different countries. In this paper we propose a conceptual framework with which to analyse the different meanings of and debates about unification. Using England and Scotland as examples, w…
Comparing England, Scotland, Wales and Northern Ireland
The differences among the four education systems of the UK are often perceived as a nuisance by comparative researchers. This paper argues that they are also an opportunity. It describes the four systems and summarises their similarities and differences. It then presents five reasons for giving 'home international' comparisons a more prominent role in comparative research. These are, respectively: their potential contribution to theoretical debat…
La construction sociale de la recherche transnationale sur l'insertion sociale et professionnelle
La construction sociale de la recherche transnationale sur l’insertion sociale et professionnelle: le Réseau européen de recherche sur l’insertion professionnelle des jeunes Cet article porte sur les résultats des recherches menées par le Réseau de Recherche Européen sur l’Insertion Sociale et Professionnelle des Jeunes formé en 1992 par des chercheurs étudiant entre autres l’insertion des jeunes depuis le système scolaire jusqu’au marché de l’em…
Insertion professionnelle
David Raffe, Analyse der Wiedereingliederungsmaßnahmen : Was kann man aus dem internationalen Vergleich lemen ? Im Laufe der letzten dreißig Jahre haben sich die Forschung und die politischen Debatten um die berufliche Wiedereingliederung immer stärker internationalisiert. Institutionen und Eingliederungsschemen unterscheiden sich jedoch nach wie vor von Land zu Land. Das Konzept der Eingliederungsmaßnahme dient als Brücke zwischen den landeseige…
Participation in full-time education beyond 16
Recent policy makers have sought to increase participation in full-time education beyond 16 and to broaden access among under-represented groups. Commentators on both sides of the border have drawn policy lessons from comparisons of the different UK systems, especially Scotland and England. This paper reviews the evidence on the level and distribution of participation in the four systems of the UK, using official statistics and survey data from t…
Participation in full-time education beyond 16
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