什么塑造了路径和过渡？：威尔士高中教育学习者轨迹的比较视角

A Comparative Perspective onLearners’ Trajectories through UpperSecondary Education inWales What Shapes Pathwaysand Transitions? A COMPARATIVE PERSPECTIVE ON LEARNERS’TRAJECTORIES THROUGH UPPER SECONDARYEDUCATION IN WALES This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed andarguments employed herein do not necessarily reflect the official views of the Member countries of the OECD. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty overany territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use ofsuch data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements inthe West Bank under the terms of international law. Please cite this publication as: OECD (2025),What Shapes Pathways and Transitions?: A Comparative Perspective on Learners’ Trajectories through UpperSecondary Education in Wales, OECD Publishing, Paris, https://doi.org/10.1787/3e5d83a1-en. Photo credits:Cover © DGLimages/Shutterstock.com. Corrigenda to OECD publications may be found at: https://www.oecd.org/en/publications/support/corrigenda.html.© OECD 2025 Attribution 4.0 International (CC BY 4.0) This work is made available under the Creative Commons Attribution 4.0 International licence. By using this work, you accept to be bound by the terms of this licence(https://creativecommons.org/licenses/by/4.0/).Attribution– you must cite the work.Translations– you must cite the original work, identify changes to the original and add the following text:In the event of any discrepancy between the original work and thetranslation, only the text of original work should be considered valid.Adaptations– you must cite the original work and add the following text:This is an adaptation of an original work by the OECD. The opinions expressed and arguments employed inthis adaptation should not be reported as representing the official views of the OECD or of its Member countries.Third-party material– the licence does not apply to third-party material in the work. If using such material, you are responsible for obtaining permission from the third party and forany claims of infringement.You must not use the OECD logo, visual identity or cover image without express permission or suggest the OECD endorses your use of the work.Any dispute arising under this licence shall be settled by arbitration in accordance with the Permanent Court of Arbitration (PCA) Arbitration Rules 2012. The seat of arbitration shallbe Paris (France). The number of arbitrators shall be one. Foreword The project team that developed this report would like to thank the Welsh Government for their supportand contributions. In particular, the team would like to thankGeorgina Haarhoff,Interim Director ofEducation (formerly DeputyDirector School Improvement and Qualifications), as well asJo Trott,DeputyDirector Learner Pathways Divisionand Owain Lloyd, former Director of Education, for guiding thecollaboration between the Welsh Government and the OECD. We are indebted to the support and insightsprovided by staff at the Welsh Government, particularly to Maxine Chichester and Alex Ingram. We are very grateful to the officials and education experts from across the Welsh Government, CareersWales, Colegau Cymru, Estyn,Higher Education Funding Council Walesand Qualifications Wales whohave participated in discussions and workshops and who have oriented and guided the OECD team. Wewould like to thank the officials and experts who graciously shared their insights and knowledge with usduring the workshopsand meetings during the project team’s visit to Cardiff, in particular, Laura Evans,Emma Benger, Mike Keoghane, Alun Jones, Samantha Andrews, Rhian Edwards, Alison Bryant, RhysDavies, Thomas Rose, Gail Deane and Julie Shipp. We would also like to extendour thanks to the participants of the peer learning discussions with Wales: toLilit Airapetian, Michel Zijffers and Iris Dijksterhuis from the Netherlands, to Aivar Hiio from Estonia, toRachel Brandon, Julia White, Megan Miller, Jayne Dujic, Sue Chalmers, James Lord and Shirley Johnsonfrom New Zealand, to Michael Walter and Angie Calleberg from Canada. The report was led and drafted by Rebecca Frankum, with support and guidance from Hannah Kitchen(Above and Beyond: Transitions in Upper Secondary Education, OECD Secretariat). The review teamthanks Andreas Schleicher, Director, Paulo Santiago, Head of the Policy Advice and ImplementationDivision, Lucie Cerna, leader of the Equity, Inclusion and Transitions in Education cluster at the OECD, fortheir support and contributions. Thanks go also to colleaguesEduardo Magalhãesand ManuelaFitzpatrickfor taking the time to provide a peer review of the repo