Reconceptualising system transitions in education for marginalised and vulnerable groups

Abstract

Much of the educational research on transitions treats this theme as a sub-aspect of other challenges, such as early school leaving, bullying, and school attainment. However, at the level of the European Commission, there is increasing emphasis on "transitions" as an important theme in and of itself. For example, the subject was a central theme of the recent publication of the European Commission's ET2020 Working Group Schools (European Commission, 2018). this policy goal. These bridging projects produced valuable tools and frameworks to facilitate such permeability.However, the article calls into question the sustainability of these project results with regard to the lack of success in translating these findings into practice and of co-ordinated efforts to implement these findings at a national or pan European level.

‘Be prepared and give it a go!’ Transitions into further education for learners with additional learning needs

“…In reflecting on the transition process, practitioners noted that they wished that information about individual learners was received earlier so that they could work with the school and the learner to tailor approaches to transition. This resonates with the work of Downes et al (2018), who acknowledge the importance of the wider dimensions of transition, including the interplay of relations between individuals. Fostering good relationships was seen as an essential component in the transition process, with one practitioner suggesting that as part of her role as a Transition Officer, she should be involved in teaching the learners as well.…”

“…Transition needs to be considered from a holistic, life-long perspective, rather than being viewed as a single, one-off event, and the evaluation and analysis of transition should be considered over a period of time (Downes et al, 2018). In preparing learners with additional learning needs (ALN) for the transition from compulsory education to further education (FE), it is vital that in the move to the new setting the level of disruption is minimal in terms of support systems, quality learning environments, welcoming learners and preventing discrimination, while also recognizing the opportunities that the new setting may offer.…”

Transitions to further education: listening to voices of experience

“…In terms of the transition into FE from a learner perspective, this can be seen as; preparing to move from secondary school, a liminal period between roles, and the assumption of the new role, as a learner in an FE environment. It can be argued that this concept is too linear in its approach, and that transition should be regarded as an ongoing, evolving process rather than a one-off event (Downes, Nairz-Wirth, and Anderson 2018). While the bridge analogy is a valuable concept in visualising the transition process, it is important not to disregard the impact of human experiences, social and cultural contexts.…”

“…One learner commented that they 'did transition with the FE transition officer' and that this gave the learner confidence to visit the setting, meet with lecturers and to ask questions as the transition officer was there to provide support if necessary. Understanding and accommodating for individual learner need is critical in ensuring that they are prepared to begin at the new setting and practitioners need to be aware that some learners may require more support and guidance than others during the process (Downes, Nairz-Wirth, and Anderson 2018).…”

“…There is a need for transition to be considered from a holistic, lifelong perspective and not only in terms of a single, one-off event experienced by learners to the new setting (Downes, Nairz-Wirth, and Anderson 2018). Post-school transition can present a challenging time for young people with emerging expectations and conflict in terms of perceived independence both at home and in education.…”