Sentence examples for educational transition from inspiring English sources

The support has been made possible through funding from the Educational Transition Fund (ETF) which aims to improve the quality of education for the country's children.

Subsequently, we describe our theoretical model that combines a flexible spatial concept with models on educational transition chances.

In addition, to control for the educational dividend caused by the educational transition (Crespo-Cuaresma et al.

The effects of parents' EGP-class and their educational level indicate that IEO at this educational transition can be observed even if the school type attended at lower secondary level and GPA are controlled.

Indeed, there is growing evidence showing that changes in longevity may explain to a large extent the educational transition and the change in labor supply (Cervellati and Sunde 2013; Restuccia and Vandenbroucke 2013; Sanchez-Romero et al. 2016).

Although a remarkable number of national and international studies have focussed on the value and partially on the effects of economic competencies (e.g., Walstad et al. 2010; Förster et al. 2015; Helm 2015; etc)., most of these studies cannot explain the (long-term) effects, such as educational transition and educational success.

For example, if the higher educated show comparatively low literacy skills in one country, this may be due to many of them working in occupations not nurturing competencies, i.e. the structure of the labor market, rather than ineffective formal education or low selectivity of educational transitions by skills.

One of the few studies found that the origin affects earlier educational transitions more strongly than later ones (Breen and Jonsson 2005).

These theoretical assumptions are supported by empirical results for different educational transitions and within a variety of educational systems (representative of many: Stocké 2007; Erikson and Rudolphi 2010; Combet 2013; Karlson 2013; Becker et al. 2013; Glauser 2015).

Most findings show that children born after the cutoff date perform better on tests, are less likely to be diagnosed with a learning disability, and are more likely to succeed in educational transitions than children born before the cutoff date (Bedard and Dhuey 2006; Dhuey and Lipscomb 2010; Fredriksson and Öckert 2005; McEwan and Shapiro 2008; Mühlenweg and Puhani 2010; Puhani and Weber 2008).

Although it is difficult to empirically differentiate between the two mechanisms when only analysing the outcome of an educational transitions, it seems crucial to theoretically distinguish between them as the conceptual differentiation of effects might be one explanation for the contradicting results on the impact of regional unemployment found in the literature.