| Description |
"The
initial conceptual framework identified three sets of dimensions necessary
to explore transitions in comparative perspective:
-
the demographic,
economic and labour market context within which transitions occur;
-
the dimensions
of the education and training system;
-
the nature
of transition processes and outcomes."
In considering
a broad range of dimensions, the project was particularly concerned with
examining the way in which education/ training systems 'sort' or differentiate
their students not just in terms of programmes within a stage but also
in terms of progression into the next stage and outcomes at the end of
the stage; the nature of school to work linkages; both school-based education
and youth training.
"These
different dimensions of the education/ training system can be seen to interact
with contextual features to produce a 'transition system': the relatively
enduring features of a country's institutional and structural arrangements
which shape transition processes and outcomes... While conceptually distinct,
different dimensions of the framework interact to produce clusters of national
systems."
The
initial conceptual framework was intended to inform the construction of
datasets and the analysis of data. It continued to develop during the life
of the project. (Smyth et al., 2001, pp. 3-4, 18-19) |