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Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications

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Title: Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications
Authors: Hafner, Sandra (ORCID 0000-0002-4426-9728), Esposito, Raffaella Simona, Leemann, Regula Julia (ORCID 0000-0001-5983-2694)
Source: Education Sciences. 2022 12.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Peer Reviewed: Y
Page Count: 20
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
High Schools
Descriptors: Governance, Vocational Education, College Preparation, Foreign Countries, Academic Aspiration, Parent Aspiration, Track System (Education), Academic Education, Educational Policy, Educational Administration, Case Studies, Admission (School), Criticism, Geographic Regions, High Schools
Geographic Terms: Switzerland
ISSN: 2227-7102
Abstract: In Switzerland, the baccalaureate school is an important pathway to university education, and the aspirations of families and students to enter baccalaureate school have grown. However, vocational education and training (VET) remains the predominant educational pathway and has a strong lobby. We investigate how in this context, the transition from primary education to baccalaureate school is governed and justified at the cantonal level. We study how two Swiss cantons try to meet the official or unofficial maximum baccalaureate quotas desired by educational policymakers through different selection procedures and admission criteria. Drawing on the Economics of Conventions, we conceptualize selection procedures as cantonal transition chains and show that the strategies, procedures, and instruments applied in governance are rooted in diverse principles of action. This causes tensions within cantons. Our analysis shows that agency and regulating effects in the governance of transitions must be understood as distributed among actors, technologies, and objects.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1339552
Database: ERIC
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  Data: Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications
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  Data: <searchLink fieldCode="AR" term="%22Hafner%2C+Sandra%22">Hafner, Sandra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4426-9728">0000-0002-4426-9728</externalLink>)<br /><searchLink fieldCode="AR" term="%22Esposito%2C+Raffaella+Simona%22">Esposito, Raffaella Simona</searchLink><br /><searchLink fieldCode="AR" term="%22Leemann%2C+Regula+Julia%22">Leemann, Regula Julia</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5983-2694">0000-0001-5983-2694</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2022 12.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
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  Data: In Switzerland, the baccalaureate school is an important pathway to university education, and the aspirations of families and students to enter baccalaureate school have grown. However, vocational education and training (VET) remains the predominant educational pathway and has a strong lobby. We investigate how in this context, the transition from primary education to baccalaureate school is governed and justified at the cantonal level. We study how two Swiss cantons try to meet the official or unofficial maximum baccalaureate quotas desired by educational policymakers through different selection procedures and admission criteria. Drawing on the Economics of Conventions, we conceptualize selection procedures as cantonal transition chains and show that the strategies, procedures, and instruments applied in governance are rooted in diverse principles of action. This causes tensions within cantons. Our analysis shows that agency and regulating effects in the governance of transitions must be understood as distributed among actors, technologies, and objects.
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      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Governance
        Type: general
      – SubjectFull: Vocational Education
        Type: general
      – SubjectFull: College Preparation
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Track System (Education)
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      – SubjectFull: Educational Policy
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      – SubjectFull: Educational Administration
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      – SubjectFull: Admission (School)
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      – SubjectFull: Switzerland
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      – TitleFull: Transition to Long-Term Baccalaureate School in Switzerland: Governance, Tensions, and Justifications
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