TY - JOUR
T1 - Partnerships to support early school leavers
T2 - school-college transitions and winter leavers in Scotland
AU - Canduela, Jesus
AU - Chandler, Rachel
AU - Elliott, Ian
AU - Lindsay, Colin Dale
AU - Macpherson, Suzi
AU - McQuaid, Ronald W
AU - Raeside, Robert
PY - 2010
Y1 - 2010
N2 - 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.
AB - 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.
KW - early school leavers
KW - further education
KW - NEET
KW - college
UR - http://www.scopus.com/inward/record.url?scp=77956244918&partnerID=8YFLogxK
M3 - Article
VL - 23
SP - 339
EP - 362
JO - Journal of Education and Work
JF - Journal of Education and Work
SN - 1363-9080
IS - 4
ER -