OECD：2024在高中教育中管理选择性、一致性和专业性报告（英文版）（22页）.pdf

1、1 No.1 On track?Designing effective transition between general and vocational education Upper secondary education differs from earlier levels of education by offering students greater choice and more specialised instruction.At the same time,upon completion of this final stage of schooling,students a

2、lso need a coherent and relevant set of skills and competencies to access rewarding and fulfilling work and contribute value to their societies.This Education Spotlight explores how countries balance these central and,at times,competing goals of upper secondary education:choice,specialisation,and co

3、herence.This Education Spotlight summarises the key findings of the working paper:“The design of upper secondary education across OECD countries:Managing choice,coherence and specialisation”(Stronati,20231).Upper secondary education from a comparative perspective As upper secondary education has bec

4、ome the recognised minimum standard for successful integration into modern labour markets and society more broadly,it needs to fulfil several roles:Accommodate a wide range of student interests,aspirations and learning levels to avoid the risk that learners disengage,do not reach their potential or

5、leave education prematurely.Equip students with relevant,specialised and transversal skills and awareness of their strengths and talents,enabling them to contribute value to society.Help students narrow their areas of interests,deepen their skills and knowledge and develop awareness of the world bey

6、ond school to create pathways into fulfilling and rewarding careers.To meet all these objectives,countries design upper secondary systems in different ways.The diversity of upper secondary systems internationally can make it challenging for countries to compare policies and has limited comparative a