eprintid: 10160350
rev_number: 16
eprint_status: archive
userid: 699
dir: disk0/10/16/03/50
datestamp: 2022-11-25 11:53:29
lastmod: 2023-04-26 13:34:45
status_changed: 2023-04-26 13:34:45
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: Green, Andy
creators_name: Kaye, Neil
title: The effects of system type and characteristics on skills inequalities during upper secondary education: a quasi-cohort analysis of OECD data
ispublished: inpress
divisions: UCL
divisions: B16
divisions: B14
divisions: J80
keywords: Skills inequality, literacy, numeracy, education systems
note: This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License
(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium,
provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
abstract: This article examines the effects of education system types and characteristics on changes in the distributions of literacy and numeracy skills during the upper secondary phase of education and training. Whereas there is a substantial literature on system effects on skills during the primary and lower secondary phases of education, much less has been written about these effects in relation to the upper secondary phase. This article reports on research using quasi-cohort data for 15-year-olds in PISA (Programme for International Student Assessment) and 18- to 20-year-olds in the Survey of Adult Skills to test the effects of a range of system indicators on changes in skills distributions during the upper secondary phase. Consistent with some dominant theories, our difference-in-difference analysis identifies a range of system characteristics associated with skills inequality reduction in upper secondary education and training, which relate to ‘system standardisation’ and ‘parity of esteem’, and which can explain why some ‘system types’ are more effective than others in reducing skills inequality.
date: 2022-12-01
date_type: published
publisher: Taylor & Francis
official_url: https://doi.org/10.1080/02671522.2022.2150884
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1990909
doi: 10.1080/02671522.2022.2150884
lyricists_name: Green, Andrew
lyricists_id: ADGRE35
actors_name: Green, Andrew
actors_id: ADGRE35
actors_role: owner
funding_acknowledgements: ES/T001526/1 [ESRC]; MSAPG017 [Institute for Adult Learning, Singapore University of social Science]
full_text_status: public
publication: Research Papers in Education
citation:        Green, Andy;    Kaye, Neil;      (2022)    The effects of system type and characteristics on skills inequalities during upper secondary education: a quasi-cohort analysis of OECD data.                   Research Papers in Education        10.1080/02671522.2022.2150884 <https://doi.org/10.1080/02671522.2022.2150884>.    (In press).    Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10160350/1/Green_The%20effects%20of%20system%20type%20and%20characteristics%20on%20skills%20inequalities%20during%20upper%20secondary%20education%20a%20quasi%20cohort%20analysis%20of%20OECD%20data.pdf