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Educational attainment --- Education --- Ability --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Attainment, Educational --- Education level completed --- Level of education completed --- School years completed --- Years of school completed --- Academic achievement --- Abilities --- Aptitude --- Proficiency --- Skill --- Skills --- Talent --- Talents --- Expertise --- Educational attainment - Austria - Statistics --- Education - Austria - Statistics --- Ability - Austria - Statistics

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Children of immigrants --- Immigrants --- Educational attainment --- Attainment, Educational --- Education level completed --- Level of education completed --- School years completed --- Years of school completed --- Academic achievement --- Emigrants --- Foreign-born population --- Foreign population --- Foreigners --- Migrants --- Persons --- Aliens --- First generation children --- Immigrants' children --- Second generation children --- Education

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"Drawing on findings from a large EU-funded research project that took place over three years, this book analyses educational trajectories of young people in eight European countries: Finland, France, Germany, Italy, the Netherlands, Poland, Slovenia and the United Kingdom. Contributors explore interactions between structural and institutional contexts of educational trajectories, the individual meaning attached to education and the strategies adopted by young people to cope with its demands. The book also analyses the decision-making processes of individual students, placing them firmly within the social contexts of their families, local schools, national education systems and welfare states, as well as transnational policy contexts. In considering educational disadvantage, the book is based on primary, cross-national research with systematic analysis of the different themes addressed. As every chapter is co-authored by two or three researchers, each based in a different country, the book goes beyond the usual country-based chapter design to provide an enriched insight into both comparative theory and research methods"-- "Drawing on findings from a large EU-funded research project that took place over three years, this book analyses educational trajectories of young people in eight European countries: Finland, France, Germany, Italy, the Netherlands, Poland, Slovenia and the United Kingdom. Contributors explore interactions between structural and institutional contexts of educational trajectories, the individual meaning attached to education and the strategies adopted by young people to cope with its demands. The book also analyses the decision-making processes of individual students, placing them firmly within the social contexts of their families, local schools, national education systems and welfare states, as well as transnational policy contexts. In considering educational disadvantage, the book is based on primary, cross-national research with systematic analysis of the different themes addressed. As every chapter is co-authored by two or three researchers, each based in a different country, the book goes beyond the usual country-based chapter design to provide an enriched insight into both comparative theory and research methods."--

Educational attainment --- Education and state --- Educational sociology --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Attainment, Educational --- Education level completed --- Level of education completed --- School years completed --- Years of school completed --- Academic achievement --- Social aspects --- Aims and objectives --- School management --- Europe

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This book presents the results of the project on young adults with low levels of education, conducted jointly by the OECD and the Canadian Policy Research Networks. It examines the extent to which young men and women with low levels of education are marginalized, the role family background plays in making it possible to complete the recognized minimal level of education, and how immigrants overcome the cultural and language gaps to find employment.--Publisher's description.

Academic achievement -- OECD countries. --- Foreign workers -- OECD countries. --- School-to-work transition -- OECD countries. --- Unemployment -- OECD countries. --- Youth -- Employment -- OECD countries. --- Young adults --- Educational attainment --- Social Welfare & Social Work --- Social Sciences --- Child & Youth Development --- Economic conditions --- Economic aspects --- Economic conditions. --- Attainment, Educational --- Education level completed --- Level of education completed --- School years completed --- Years of school completed --- Young people --- Young persons --- Academic achievement --- Adulthood --- Youth --- Education --- Jeunes adultes --- economics. --- Conditions économiques --- Aspect économique

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"While the federal government seeks to promote educational attainment and equity through its extensive investment in student financial aid, states have primary responsibility for policies that affect the educational attainment of their populations. Despite the centrality of state policy, however, we know relatively little about the relationship between state policy and these outcomes. This book addresses this knowledge gap. Drawing on data collected from descriptive case studies of the relationship between public policy and higher education performance in five states (Georgia, Illinois, Maryland, Texas, and Washington), this book offers a more complete conceptual framework for understanding how state public policy can promote educational attainment. The resulting framework has five central tenets that help us understanding how to improve overall educational attainment and increase equity in that attainment. At its core, the model assumes that higher education performance is determined by effective state policy leadership for higher education. The book also illustrates the need for state policies that reduce the cumulative negative implications of policies that perpetuate differences in educational outcomes across groups and that proactively address the barriers that limit educational attainment for underachieving groups. This book has important implications for public policymakers, college and university leaders, educational researchers and others who are interested in understanding how public policy can improve educational attainment and equity in attainment across groups"--

EDUCATION / Higher. --- School management and organization --- Educational attainment --- Education, Higher --- Higher education and state --- State and higher education --- Education and state --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Attainment, Educational --- Education level completed --- Level of education completed --- School years completed --- Years of school completed --- Academic achievement --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Education --- Management --- Organization --- States. --- States --- Government policy --- Inspection --- Management and organization