scholarly journals ‘Succesful career’ – The positive effects of second chance education on young people’s careers

2020 ◽  
Vol 8 (3) ◽  
pp. 178-193
Keyword(s):  
Positive Effects ◽  
Second Chance Education ◽  
Second Chance

THE TROUBLED JOURNEYS OF SCHOOL DROP-OUTS: WASTAGE, REDEMPTION AND POLICY CONSIDERATIONS

2016 ◽  
Vol 12 (1) ◽  
pp. 1-14
Author(s):  
Andile Dube ◽  
Mokubung Nkomo
Keyword(s):  
Qualitative Research ◽  
Young People ◽  
Labour Market ◽  
Training And Development ◽  
Focus Group Interviews ◽  
Second Chance Education ◽  
Qualitative Research Methodology ◽  
Group Interviews ◽  
Drop Outs ◽  
Second Chance

The study traces the pathways of young people who dropped out of school between grades 1 to 11 as they seek re-entrance to the education, training and development (ETD) system, or entrance into the labour market. Particular attention is given to the factors that determine the choices that drop-outs make in either re-entering the ETD system or entering the labour market. An analysis of the experiences of the interviewed sample of drop-outs is presented. The study employs a qualitative research methodology, using interviews to elicit the experiences of drop-outs and school managers. Through snowballing, 14 youths and three principals were selected from a township south of Durban. Individual and focus group interviews were conducted. The findings provide insights into the drop-outs’ perceptions regarding the value of investing in education. They are discussed further in relation to the respective theories used in the study. The concluding section suggests the need for investments in second chance education by government and the private sector, and proposes an integrated model to assist young people who re-enter psychologically and emotionally.

Second‐chance education

1967 ◽  
Vol 9 (9) ◽  
pp. 382-383
Author(s):  
J. Gardner ◽  
L. Wilson
Keyword(s):  
Second Chance Education ◽  
Second Chance

scholarly journals Impact of Plurilingualism on Learning Quality in Evening (Shift) Schools

2015 ◽  
Vol 4 ◽  
pp. 90
Author(s):  
Ineta Luka ◽  
Tamara Pigozne ◽  
Svetlana Surikova
Keyword(s):  
Informal Learning ◽  
Informal Learning Environments ◽  
Second Stage ◽  
Second Chance Education ◽  
Early School ◽  
Geographical Regions ◽  
Formal And Informal Learning ◽  
The Impact ◽  
Second Chance ◽  
Evening Shift

<p><em>This paper presents the main findings of the second stage of the Asia-Europe Meeting (ASEM) Lifelong Learning study (2011-2014) on identification of good practices that facilitate adult learning (aged 18-24) engagement in second chance education in evening (shift) schools. It analyses students’ perceptions of plurilingual learning processes and the impact of people’s plurilingualism on their learning. The methodology of early school leavers’ learning in working life research was used applying combined phenomenological semi-structured and narrative interviews. 116 people (72 early school leavers and 44 second chance education teachers) representing all geographical regions of Latvia were addressed. The study identifies the differences between learning of bilingual and plurilingual people in formal and informal learning environments and describes the impact of plurilingualism on the learning quality. </em></p><p> </p>

Thinking strategically in response to New Zealand's tertiary education strategy: The case of a Wānanga

2009 ◽  
Vol 15 (1) ◽  
pp. 110-121 ◽  
Author(s):  
Nick Zepke
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Policy Framework ◽  
Delphi Panel ◽  
Ministry Of Education ◽  
Second Chance Education ◽  
Education Strategy ◽  
Research Questions ◽  
Strategic Options ◽  
Second Chance

AbstractThis paper describes commissioned research on how a Wānanga, a Maori focused post school institution in New Zealand, perceived its strategic options following the publication of the Labour-led government's Tertiary Education Strategy 2007–2012 and the Statement of Education Priorities 2008–10 (Ministry of Education 2006). The research used a Delphi panel process that looks for consensus answers to specific research questions: How should the Wānanga respond to the policies sketched in the Tertiary Education Strategy and the Statement of Education Priorities? What is the range of issues that may need to be addressed as a result of this new policy framework? What options does the Wānanga have in addressing these issues? The Delphi process enabled a clear set of priorities to be established: provide quality teaching and learning reflecting Māori values and practices; develop a consistent internal philosophy based on tikanga and āhuatanga Māori; and provide second chance education for Māori and other learners.

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