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Locality and the Prevention of Early School Leaving: Supporting Youth Transitions to Upper Secondary School in a Highly Decentralised Education System
Umeå University, Faculty of Social Sciences, Department of applied educational science. (Utbildningspolicy och ungas övergångar)ORCID iD: 0000-0002-5791-081X
Umeå University, Faculty of Social Sciences, Department of applied educational science. (Utbildningspolicy och ungas övergångar)
Umeå University, Faculty of Social Sciences, Department of applied educational science. (Utbildningspolicy och ungas övergångar)ORCID iD: 0000-0003-2167-6299
Umeå University, Faculty of Social Sciences, Department of applied educational science. (Utbildningspolicy och ungas övergångar)ORCID iD: 0000-0002-3737-3244
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2020 (English)In: Nordic Journal of Transitions, Careers and Guidance, E-ISSN 2003-8046, Vol. 1, no 1, p. 38-52Article in journal (Refereed) Published
Abstract [en]

The introduction programme (IP) intends to facilitate transition to upper secondary education among Swedish youth with incomplete compulsory education. This article aims to explore and understand how local preconditions interact with schools’ support for the IP students. It looks at the local structural and institutional preconditions, and the strategies and work of head teachers, programme officers, teachers, and career counsellors, working in the IP in 90 municipalities of three categories: commuter municipalities close to big cities, rural municipalities, and small cities. The analysis builds on the responses from 139 school actors to a questionnaire, and on public statistics. On average, the commuter municipalities enjoy the most favourable structural and educational conditions, while the rural municipalities are the least resourceful, e.g. in terms of formal professional competence. Surprisingly however, the rural contexts on average perform better than the other municipalities regarding the level of graduation four years after starting the IP. There are few systematic local differences in the work with IP students. However, the IP in the rural municipalities on average enjoy higher support from school leaders, have a clearer division of responsibilities, and separate the students spatially to a lower degree compared to the commuter municipalities. Systematic handover between compulsory schools and the IP is less common in the commuter municipalities than in the other two groups. Whether these factors are relevant for explaining the higher success level in the rural schools and the lower success level in the schools in the commuter municipalities requires further investigation.

Abstract [sv]

Introduktionsprogrammet (IM) avser att underlätta övergången till gymnasieskolan blandungdomar med låga eller ofullständiga grundskolebetyg. Syftet med artikeln är att undersöka ochförstå hur lokala förutsättningar interagerar med skolornas stöd för IM-eleverna. Den analyserarde lokala strukturella och institutionella förutsättningarna, och strategierna och arbetet hosrektorer, programansvariga, lärare och karriärvägledare som arbetar med IM i 90 kommuner.Dessa tillhör kommunkategorierna pendlingskommuner nära storstäder, landsbygdskommuner ochmindre städer. Analysen bygger på enkätsvar från 139 skolaktörer, och på offentlig statistik.Resultat: Pendlingskommunerna har i genomsnitt de mest fördelaktiga strukturella ochutbildningsförhållandena, medan landsbygdskommunerna är minst resursstarka i dessa avseenden,t. ex. i termer av tillgänglig formell lärar- och vägledarkompetens. Därför är det förvånandeatt landsbygdskommunerna i genomsnitt presterar bättre än de andra kommunerna i termer avandelen elever som avlägger examen på ett nationellt gymnasieprogram fyra år efter starten påIM. Det syns få systematiska skillnader i arbetet med IM-eleverna. Emellertid har IM i landsbygdskommunerna i högre grad stöd från skolledarna och en klar ansvarsfördelning, och separerar imindre utsträckning IM-eleverna spatialt från övriga gymnasieelever än i pendlingskommunerna.Om dessa faktorer är relevanta för att förklara de bättre resultaten i landsbygdsskolorna ochde sämre i pendlingskommunerna kräver dock ytterligare undersökning.

Place, publisher, year, edition, pages
Stockholm: Stockholm University, 2020. Vol. 1, no 1, p. 38-52
Keywords [en]
youth transitions; upper secondary education; introduction programme; local context
National Category
Educational Sciences
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-179485DOI: 10.16993/njtcg.27OAI: oai:DiVA.org:umu-179485DiVA, id: diva2:1525039
Part of project
Moving on, Youth attending an introduction program and their career support in varying local contexts, Swedish Research Council
Funder
Swedish Research Council, 2017-03591Available from: 2021-02-02 Created: 2021-02-02 Last updated: 2022-01-03Bibliographically approved

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Lundahl, LisbethLinde, JonnaLindgren, JoakimRosvall, Per-Åke

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