Transitions: Conceptualization of individual educational pathways

Margarita PAVLOVA, Tatiana LOMAKINA

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

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 languageEnglish
Title of host publicationTransitions to post-school life: Responsiveness to individual, social and economic needs
EditorsMargarita PAVLOVA, John Chi-Kin LEE, Rupert MACLEAN
Place of PublicationSingapore
PublisherSpringer
Pages67-79
ISBN (Electronic)9789811064760
ISBN (Print)9789811064746
DOIs
Publication statusPublished - 2018

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lifelong learning
autonomy
paradigm
school
Values
student

Citation

Pavlova, M., & Lomakina, T. (2018). Transitions: Conceptualization of individual educational pathways. In M. Pavlova, J. C.-K. Lee & R. Maclean (Eds.), Transitions to post-school life: Responsiveness to individual, social and economic needs (pp. 67-79). Singapore: Springer.