Abstract
This chapter examines the importance of individual educational pathways (IEPs) for transitions from school to further study, or work, within the paradigm of lifelong learning. A pathway, or trajectory, in lifelong learning recognizes the autonomy of an individual, which is bounded to a large extent by external structural and social constraints, mediated by an internalized view of the value and availability of opportunities. The chapter focuses on the ways IEPs can be conceptualized. A number of factors that influence the development of IEPs in the context of lifelong learning are considered, and the role of pedagogy in the formulation and realization of IEPs is highlighted. The chapter examines personal characteristics required by students for the development and implementation of IEPs and concludes by discussing the advantages of IEPs in ensuring smooth transitions in lifelong learning and in formulating criteria to ensure the quality of IEP development. Copyright © 2018 Springer Nature Singapore Pte Ltd.
| Original language | English |
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| Title of host publication | Transitions to post-school life: Responsiveness to individual, social and economic needs |
| Editors | Margarita PAVLOVA, John Chi-Kin LEE, Rupert MACLEAN |
| Place of Publication | Singapore |
| Publisher | Springer |
| Pages | 67-79 |
| ISBN (Electronic) | 9789811064760 |
| ISBN (Print) | 9789811064746 |
| DOIs | |
| Publication status | Published - 2018 |