Suchergebnisse

The orientation allows the individual to develop the capacity to become aware of his personal characteristics and to develop them in order to choose his studies, his training and his professional activities, in all the conjunctures of his existence, with the joint concern for the collective future of solidarity and the fulfillment of one's personality and responsibility». (Danvers, 1992,p. 190). This advice states that: orientation is a process closely associated with education and formation. It becomes effective if the steps include broad information on education and trades, and focuses on the social development and moral construction of the individual. The objective of this survey is to show the influence of the orientation of the pupils at the time of their passage from the midl school to the high school on their school course. It aims to find the causes of their misdirection to minimize its negative impact on their academic performance, on the choice of their higher education and subsequently on their future. Our research is based on an analysis of the results of a questionnaire intended for students of the common core (first year of high school) of the scientific, literary and technical, public institutions of the secondary school located in the region of Casablanca - Settat( Morocco), exactly in the regional direction of MoulayRachid-Sidi Othman, during the school year 2016/2017. It was preceded by a series of interviews with students, teachers, guidance counselors, and the director of the provincial center for information and help to orientation as well as with other stakeholders in the field of the education for the calibration of the vocabulary and Themes landed. Our survey allowed us to discover very important results on the influence of the orientation of the pupils on their school course that we are going to present and to discuss.

Schulerfolg und Sozialstruktur.

Variablenauswahl aus der ZA-Studien-Nr. 0826 als
Beispieldatensatz für das Werkbuch "Soziale Herkunft und Schullaufbahn".

Themen: Soziale Herkunft; Schulnoten; Ergebnisse des
Wortschatztests.

Soziale Herkunft und schulische Leistungen von Schülern sowie
Angaben der Eltern dazu. Der Datensatz enthält eine
Variablenauswahl aus den Studien 0600 und 0639 und dient als
Beispieldatensatz für das Werkbuch Soziale Herkunft.

Themen: Soziale Herkunft und Schichtzugehörigkeit der Eltern;
Stellung in der Geschwisterreihe; Ausbildungsaspiration;
Hausaufgabenüberwachung; Besuch von Eltern- und Lehrersprechstunde;
Gespräche über den Lehrstoff; die Bedeutung einer guten
Abiturnote für Hochschulbesuch und beruflichen Erfolg; festes
Lebensziel; Ergebnisse von Begabungstests; Schulnoten.

Nowadays education is a global value and a particular challenge for all countries. The European Parliament during the Lisbon European Council (2010) stated that: "The rapid and accelerating pace of change means it is urgent for the Union to act now to harness the full benefits of the opportunities presented. Hence the need for the Union to set a clear strategic goal and agree a challenging programme for building knowledge infrastructures, enhancing innovation and economic reform, and modernising social welfare and education systems." All countries need to be aware of the problems and difficulties that education has especially the ones related to school career outcome in terms of performances, delays and school leaving phenomena that is a touching point for the European Union in the educational field. The European Union defines school-leavers those people aged 18 to 24 who have an educational degree that includes pre-primary, primary, secondary school or higher education, not greater than two years. In Italy school-leavers are students who leave school before the age of sixteen, which marks the end of the compulsory education period. The European Union explains that school-leavers are easily exposed to unemployment, they often need social subsidies for a longer period compared to better educated unemployed subjects and they have a higher risk of social exclusion. This leads to negative consequences both in countries' welfare and health systems. Finally, they are less involved in the "democratic process". The aim of European Parliament is a 10% reduction of the school-leaving rate before 2020 for people aged between 18 and 24. As it emerges from a MIUR statistic, the Italian condition is alarming. Italy is second in the OECD school-leaving rate ranking, with 17.75% of students under 25 failing to complete their higher education career. In my thesis I can't actually study the school-leaving issue as a whole because I don't dispose of sufficient information to follow all the students until the end of their school careers. This is the reason why I have decided to focus on a different aspect: the success or failure of school career meaning the achievement of the high school diploma in time, in case of success, or with a delay in case of failure. My work introduces a statistical study of the school career outcome in secondary and higher education concerning the scholastic population of Pisa Province with the aim of identifying which educational/social/economical variables are the keys to explain the success or failure outcome in the students careers. The statistical study was directed by Pisa Province OSP following the scholastic careers of a cohort of 3185 students who attended secondary and high schools in Pisa Province. The longitudinal data for the students of the cohort were collected over 8 years, since sy 2005/2006, first year of secondary school, until sy 2012/2013, the last year of high school, i.e. the completion of the legal duration of secondary education in Italy.

Ermittlung der Schulnoten aus den Klassen 9 und 10 des Gymnasiums sowie
des Abgangszeugnisses (Abiturnoten); Schulwechsel und Schulabschluss;
Klassenwiederholungen; geplante Studienfächer; Studienziel und
Berufswunsch bei Abitur.

Demographie: Klasse, in der sich der Schüler im Schuljahr 1968/69
befand; Schuljahr der erfolgreich abgeschlossenen mittleren Reife;
Schuljahr des erfolgreich abgeschlossenen Abiturs; Angaben zu
Schulwechslern; Prestige-Score Abgänger Beruf; Prestige-Score
Abiturienten.

School career service delivery refers to establishemt, provision and engagement of students in career activities by school career counselors for the purpose of helping them to obtain skills necessary for making informed career decision during and after school journey. Since the counseling service is a voluntary activity, it is necessary for students and teacher counselors to willingly participate in this exercise so as to make career services' delivery effective.This paper intended to identify students' knowledge with career services available in schools, students' frequency of participation in career activities at school, students' attitude towards career services offered in schools and students' awareness on various career options. The paper also examined teachers' perception towards career services delivery by comparing government and international schools. The sample for the study included six secondary schools with a total number of 322 students, 6 heads of schools and 6 teacher counselors. Information from students were collected through questionnaire and focus group discussion while the interview was used for teacher counselors and heads of schools. The t-test shows a significant difference in scores for government school students (M= 28.88, SD=6.76) as compared to international school students [M=41.37, SD=11.67; t (194) = -11.03, p=.000], also students' frequency of participation in career activities was good among international school students as compared to students in government school. Apart from that international school students expressed positive attitude (M=39.47, SD=3.82) towards career services delivery in schools as compared to low attitude from government school students (M=29.77, SD=2.58 ). In line to that, many international school students expressed good awareness in various career options as compared to students in government schools. On the other hand, teachers in international schools perceived career services delivery to be very important as compared to low consideration expressed by ...

This study addresses the question "Do school-to-work programs, as embodied by career academies, facilitate postsecondary education?" The author conceptualizes postsecondary education as a series of steps through the university and examines the high school career academy's influence on entrance into, route through, and outcomes from a 4-year university. Data are drawn from applicant and student records at a comprehensive, urban university for all individuals originating from a single district's high schools. The findings suggest that students from career academies have higher academic achievement upon leaving high school, less need for remediation in English at the university, and a 4-percentage-point increase in graduation from the university than students who are not from academies. These findings suggest that school-to-work programs could facilitate positive outcomes in postsecondary education. However, the continued high rates of remediation and the low rates of graduation, even for students from career academics, suggest that their influence might not be enough to ensure success in postsecondary education. This analysis therefore suggests that further research should identify program components that increase postsecondary education and determine how these components can be institutionalized and built on in subsequent reforms.