HSRC IR Repository

Smooth, staggered, or stopped?: educational transitions in the South African Youth Panel Survey

Show simple item record

dc.date.accessioned 2021-02-25T08:15:13Z
dc.date.available 2021-02-25T08:15:13Z
dc.date.issued 2021-02-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/15817
dc.description.abstract Year-on-year, incremental progress is the gold standard of education. While policies are in place to address any possible anticipated interruption in overall learner journeys, smooth transitions through an individual's schooling career are a key aim for education programmes the world over. New analysis from a longitudinal study of South African youth suggests that just under half of all learners are following this smooth type of pathway through schooling, with the rest following three other distinct progression routes. This chapter provides the first in-depth look at what young people are doing, how they move through the education system, and how background and school-level characteristics influence those pathways. The study attempts to look beyond the predictable pattern of 'achievement begetting achievement', and demonstrates that educational expectations matter, and that the school attended need not. Together the results paint a complex picture of educational transitions where advantage operates but so too does the notion of 'beating the odds'. en
dc.format.medium Print en
dc.publisher Oxford University Press en
dc.subject YOUTH en
dc.subject EDUCATION en
dc.subject SCHOOL TRANSITION en
dc.title Smooth, staggered, or stopped?: educational transitions in the South African Youth Panel Survey en
dc.type Chapter in Monograph en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.BudgetYear 2020/21 en
dc.ResearchGroup Inclusive Economic Development en
dc.SourceTitle Young adult development at the school-to-work transition: international pathways and processes en
dc.SourceTitle.Editor Marshall, E.A. en
dc.SourceTitle.Editor Symonds, J.E. en
dc.PlaceOfPublication New York en
dc.ArchiveNumber 11779 en
dc.PageNumber 224-250 en
dc.outputnumber 10925 en
dc.bibliographictitle Isdale, K.S., Reddy, V., Winnaar, L.D. & Zuze, T.L. (2021) Smooth, staggered, or stopped?: educational transitions in the South African Youth Panel Survey. In: Marshall, E.A. & Symonds, J.E. (eds).<i>Young adult development at the school-to-work transition: international pathways and processes</i>. New York: Oxford University Press. 224-250. en
dc.publicationyear 2021 en
dc.contributor.author1 Isdale, K.S. en
dc.contributor.author2 Reddy, V. en
dc.contributor.author3 Winnaar, L.D. en
dc.contributor.author4 Zuze, T.L. en


Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record

Search HSRC IR


Browse

My Account