A Comparative Exploration of Learning Pathways and Transition Systems in Denmark and Australia

In the area of education and training, different configurations of government with different institutional structures may produce similar or quite different educational and employment outcomes. Other factors come into play in assessing outcomes. For example, young people's transitions from education to work are shaped by a variety of structural and institutional relations in education and the labour market. We argue that analysis of developments in approaches to education and training benefits from including these perspectives. This article explores these differences and similarities in a comparative transnational context across two continents. The article suggests that it not useful, whether from a policy or scholarly perspective, to link education and employment without examining the role and type of the welfare state, including the role and type of capitalism within that state, and the relationship of the welfare state to transition systems. With these concerns as our focus, the article has two objectives. The first is to establish some links between comparative research on transition systems and the literatures on welfare state regimes and varieties of capitalism. The second is to draw out some of these links with two concrete and contrasting examples in a comparative manner, focussing on Denmark and Australia.     

Transformations of Chinese international students understood through a sense of wholeness

This study aims to explore Chinese international students' academic and personal transformation under the influences of formal education in schools and informal education outside of the classroom. A qualitative inquiry using in-depth, semi-structured interviews was employed with eight senior undergraduate Chinese international students attending Canadian universities. The results of the interviews showed that Chinese international students are actively shaping themselves through the process of transitions. The transformation occurring within each individual is multi-faceted, and their re-adapted learning skills largely overlap with their reshaped attitudes. Moreover, their changed sense of self intertwines with changes in their thinking. These transformations are also evident in the assertion of their agency which empowers and helps them through challenges during periods of adjustment. This study also shows that the retrospection, self-determination and commitment to taking action enable Chinese international students to continue to pursue their goals and dreams.     

The duration of compulsory education and the transition to secondary education: Panel data evidence from low-income countries

A straightforward way of keeping children in school is increasing the duration of compulsory education. Evidence of the impact of this type of policy in Western countries is abundant. However, its effectiveness has been rarely tested in low-income countries. Using panel data of low-income and lower-middle-income countries covering the period 1996–2017, this paper analyzes the impact of lengthening the duration of compulsory education on the progression of children from primary to secondary education. The empirical results show that in those countries where this policy is implemented, there is a significant increase in the share of children progressing from primary to secondary education but only in those countries where after the reform the duration of compulsory education becomes longer than the duration of primary education.     

Toward a spatial perspective on sustainability transitions

In the past decade, the literature on transitions toward sustainable socio-technical systems has made a considerable contribution in understanding the complex and multi-dimensional shifts considered necessary to adapt societies and economies to sustainable modes of production and consumption. However, transition analyses have often neglected where transitions take place, and the spatial configurations and dynamics of the networks within which transitions evolve. A more explicit spatial perspective on sustainability transitions contributes to the extant transitions literature in three ways. Firstly it provides a contextualization on the limited territorial sensitivity of existing literature. Secondly, it explicitly acknowledges and investigates diversity in transition processes, which follows from a ‘natural’ variety in institutional conditions, networks, actor strategies and resources across space. Thirdly, it encompasses not only greater emphasis but also an opportunity to connect to a body of literature geared to understanding the international, trans-local nature of transition dynamics. Concerned with the prevalent lack of attention for the spatial dimensions of sustainability transitions in most studies, this paper seeks to unpick and make explicit sustainability transition geographies from the vantage point of economic geography. The paper argues that there are two interrelated problems requiring attention: the institutional embeddedness of socio-technical development processes within specific territorial spaces, and an explicit multi-scalar conception of socio-technical trajectories. Following these arguments, the paper concludes that transitions research would do well to take a closer look at the geographical unevenness of transition processes from the perspective of global networks and local nodes.     

A developmental psychology perspective in Germany: co‐construction of transitions between family and education system by the child,parents and pedagogues

In Germany, there exists a traditional gap between kindergarten and primary school. Transition research has led to a new understanding of the need for cooperation between different educational institutions and the family at this time. This article emphasises that educational transitions affect not only the child but also the parents, who actively cope with a family transition. A team from the State Institute of Early Childhood Education and Research (Staatsinstitut für Frühpädagogik) in Munich has formulated developmental tasks for children and their parents during transition, based on interviews with children and parents as well as on the research literature. This approach to transition has informed initiatives at different administrative levels within Germany, as well as a European project for training transition experts in order to support children and their parents to cope with transitions, and enhance collaboration between families and educators in kindergartens and primary schools.     

Policy-mix evaluation: Governance challenges from new place-based innovation policies

The policy mix concept has become popular in innovation policy literature. It is particularly relevant for complex challenges such as sustainable industrial transitions that require joined-up interventions from different policy domains. Yet finding the right policy mix for a given challenge is strongly conditioned by the governance context in which individual policies emerge and evolve over time. In particular, the evaluation of policy mixes in a regional context is often neglected.This paper aims to deepen understanding of the interaction between governance processes and policy mix evaluation in the specific context of smart specialisation strategies. These newly popular regional innovation strategies are ideal laboratories for analysing policy mixes due to their place-based nature, their directionality, their experimental character and potential orientation towards grand societal challenges, and their complex governance context.The paper builds on the smart specialisation literature, the innovation policy and policy evaluation literature, and the literature on governance in pluralistic contexts to build a conceptual framework for analysing the governance of policy-mix evaluation. The conceptual arguments are illustrated by the Basque Country case in Spain, providing insights on the establishment of a strategic innovation policy mix evaluation process in a complex setting of institutions and actors.     

Policies,actors and sustainability transition pathways: A study of the EU’s energy policy mix

Policies and politics are crucial elements of sustainability transitions. Transition pathways unfold as a result of continuous struggles of actors over policy goals and instruments. Taking a policy mix perspective, we study policies and policy preferences of key industry actors in the ongoing energy transition at the level of the European Union. We introduce two central analytical dimensions for transition pathways: the degree of sustainability (here: renewable energy ambition) and the degree of disruption (here: whether to pursue centralized or decentralized energy system configurations). We find that the current EU energy policy mix is heterogeneous with respect to the issue of (de-)centralization, whereas most policies and actors express high or moderate ambitions for renewable energy. Our paper makes three contributions. It demonstrates how actors and policy preferences can be explicitly included in the study of policy mixes. To the literature on transition pathways, we introduce sustainability as another key dimension in addition to disruption. Lastly, we propose a novel methodology for analyzing the politics of transition pathways.     

The verticality of policy mixes for sustainability transitions: A case study of solar water heating in China

Climate change and sustainable development are the defining challenges of the modern era. The field of sustainability transitions seeks systematic solutions for fundamental transformations of socio-technical systems towards sustainability, and exploring the role of policy mixes has been a central research agenda within the field. In the extant literature, there exists a lack of both conceptual and empirical research on the vertical dimension of policy mixes for sustainability transitions. This study provides a multilevel and evolutionary interpretation of the vertical interactions of policy mixes in the process of industrial path development towards sustainability transitions. An exemplary case of solar water heating (SWH) technology in Shandong Province in China is presented, capturing both the bottom-up and top-down processes of interactions. On the one hand, urban-level policy initiatives can inform higher-level policymaking; on the other hand, national-level priorities can greatly configure policy strategies for lower-level governments. Moreover, as the industry matures, the interactions of multilevel policy mixes evolve from simpler, unidirectional patterns to more complex, bidirectional ones through a vertical policy-learning feedback mechanism. This study generates two important policy implications that extend beyond the Chinese context: first, dynamic vertical interactions between multilevel governments indicate the need to develop more nuanced perspectives on the design of policy mixes; second, policy makers need to hold a more dynamic view of policy mixes by recognizing their temporal and coevolutionary nature through the policy learning process.     

The timing of a time out: the gap year in life course context

Based on biographical interviews from a three-generation study in Norway, this article examines the place of the contemporary ‘gap year’ within life course transition trajectories and intergenerational relations embedded in wider patterns of social inequality. Under the heading of taking a gap year, young people on academic transition trajectories are often granted a time out after upper secondary, during which they can recuperate from competitive school experiences and resolve uncertainties about which type of higher education to pursue. For those following vocational transition trajectories, in contrast, a gap year appears irrelevant and out of the question. The timing of their educational decisions in the life course does not coincide with arrangements for a legitimate break. Whereas a gap year before university may be seen as understandable and even beneficial, a person taking a break before or during vocational education is more likely to be described as a ‘dropout’ or an ‘early school leaver’. Based on empirical analysis, the article discusses similarities and differences between contemporary gap years in Norway and what Erik Erikson described as the institutional moratorium. Young people’s access to the moratorium of a gap year appears to be a privilege unequally distributed in the population.     

‘You Norwegians think we female Muslims are not free’: enactment of gendered positional identities during transition stages

This article describes two young Norwegian ethnic-minority girls in their efforts to involve social networks and to position themselves as learners in the transition between lower and upper secondary school. The article explores how they experience future possibilities represented by education and how they use resources in negotiating their everyday lives. We use the concept of social gendered positional identities to study how educational choices are individually and collectively formed and enacted in these girls’ everyday figured worlds. The study builds on ethnographic data collected by following two classmates across multiple settings over two years. We develop biographical cases to demonstrate how cultural factors relevant to learning emerged in particular contexts. The article concludes that gendered positions and choices made in educational transitions are connected and that meta-reflections on personal identity can help students to make decisions about the future.