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ERIC Number: EJ896811
Record Type: Journal
Publication Date: 2010-Sep
Pages: 24
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1363-9080
Partnerships to Support Early School Leavers: School-College Transitions and "Winter Leavers" in Scotland
Canduela, Jesus; Chandler, Rachel; Elliott, Ian; Lindsay, Colin; Macpherson, Suzi; McQuaid, Ronald W.; Raeside, Robert
Journal of Education and Work, v23 n4 p339-362 Sep 2010
This article explores the characteristics, destinations and progression routes of early school leavers--specifically "exceptional entry winter leavers"--in Scotland. Exceptional entry allows students to enter college in the term before their statutory school leaving date--such young people attend college while formally remaining the responsibility of their school. Such arrangements represent an innovative model of supporting transitions to further education among a specific, potentially vulnerable client group, while also offering lessons for the development of school-college collaboration in other areas. Based on an analysis of official data, new survey research with schools and colleges, and in-depth case studies, this article identifies how schools and colleges work in partnership to support these early school leavers. We find that schools and colleges have developed a range of innovative approaches to engaging with winter leavers, and that the majority complete their programmes or achieve other positive end-of-year outcomes. However, the most disadvantaged young people remain least likely to progress. The article concludes by identifying lessons for good practice in school-college partnership-working and considering implications for policies to prevent young people from finding themselves not in employment, education or training. (Contains 2 tables and 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)