1. Pathways for Students with Disabilities to Tertiary Education and Employment SAMPLING PROCEDURE FOR THE LONGITUDINAL STUDY Serge Ebersold Paris, 20-21 February 2008 serge.ebersold@oecd.org

2. Sampling of students with disabilities is based on OECD Cross National Categories Cross national category A Students with impairments regarded as resulting from organic disorders. The educational need arise primarly from these causes. Category national category B Students with emotional or behavourial disorders or specific learning difficulties. Need arises from the interaction between the educational context and the student

3. Sampling procedure : One sample will include CNC A and CNC B students who left ISCED 3 at the end of the school year 2006-2007 and may access ISCED 4 and 5 programmes. Students from CNC A and CNC B who have finished their undergraduate courses in 5A and B at the end of the academic year 2006- 2007.

4. 3 levels of stratification An administrative territorial level to sample schools (LEA). An institutional level to sample students (schools or HEIs). The types of programmes followed.

5. Sampling procedure Post upper secondary education : Students with disabilities who have left ISCED 3A and ISCED 3B programmes and who may have or may not have successfully completed this level. Particular attention is given to pathways from upper secondary education to: –Employment. –Tertiary A. –Tertiary B. –Job training opportunities (e.g. unemployment measures). –Unemployment. –Inactivity.

6. Sampling procedure Post-tertiary education Students with disabilities who followed programmes at ISCED levels 5A and B. Students with disabilities who have finished (but not necessarily completed) their first theoretically based programmes, finished their very short or short 5B programmes, or the 3 rd year of medium, long or very long 5B programmes in 2006. This procedure gives particular attention to pathways: –Within tertiary education (From undergraduate to postgraduate course, from tertiary A to tertiary B, from tertiary B to tertiary A). –From tertiary education to work. –From tertiary education to unemployment. –From tertiary education to job training. –From tertiary education to inactivity.

7. Sampling of local educational authorities (LEAs) Sample should be representative of the characteristics of all LEAs. Sample should take into account: –Regional factors (urban/rural). –Size of LEA (number of enrolments). –Socio-economic and socio-demographic characteristics. The study results may be related to the target population represented by the LEA.

8. Contact all regular and special educational institutions offering ISCED 3A and ISCED 3B programmes delivering a diploma or an official certificate. Sampling of upper secondary schools Scenario 1 : all schools can be contacted

9. Scenario 2 : contacting all schools is not possible and schools have to be sampled Sample should be representative of the education system in each selected LEA. Scenario 2.1 : Sample should take into account : –The size of schools. –Type of school provision (regular/special). –Location (urban /rural). –Types of programmes. –Sector (private/public). Scenario 2.2: sample should be random and analysis will take into account impact of size of schools, type of provision, location, type of programmes, sector.

10. Scenario 2 : contacting all schools is not possible and schools have to be sampled Sampled schools are listed and each 5th school should be sampled. Each sampled school has 2 replacement schools in case of schools’ refusal. Replacement schools are immediatly following and preceeding the sampled school. If two replacement schools cannot be identified the school immediatly following the sampled school should be designated. If sampled schools at the beginning or at the end of a list the 2 schools immediately following or preceeding should be retained.

11. Sampling of tertiary level institutions To be eligible tertiary level institutions should offer: –An educational program designed for persons who have completed secondary education. -More than just correspondence courses. At least one academically, occupationally or vocationally oriented program for study requiring at least three months or 300 contact hours of instruction. -Courses open to the general public. The sample of tertiary institution should reflect the range of practices existing in the participating countries.

12. Sampling of tertiary level institutions Countries should take into account : –The duration of programmes (short, medium and long term programmes). –The distinction between general courses (5A) and vocational courses (5B). –The level of qualification available (bachelors, masters, doctorate degrees). –The openness to diversity with regard to the profiles of the students and the existence of a statement about access for those with disabilities. Each sampled institution should be assigned one replacement institution.

13. Sampling of students Eligible are: –Students who left upper secondary school in 2007. –Students who left tertiary 5A and 5B education in 2007. To be excluded: -Erasmus students with disabilities. -Those who exclusively followed distance learning. -Those who were enrolled for programs for less than three months or 300 hours.

14. Sample of students with disabilities Sample of students should represent: –The population of students leaving upper secondary education. –Those who have finished (but necessarily passed successfully their exams) their undergraduate course in 2007. Information on students with disabilities is given by upper secondary institutions and tertiary education institutions.

15. Sample of students with disabilities : Scenario 1 (September 2007) Schools are able to deliver precise information on students with disabilities. Sampling procedure should take into account : –Type of disability or SEN profile. –Gender. –Social demographic background. –Ethnic minority background.

16. Sample of students with disabilities : Scenario 2 Schools and institutions are not able to deliver required information on students with disabilities; Students are randomly sampled; List of sampled students with disabilities should be drafted and each 5th student should be sampled.

17. Sample of students with disabilities :Scenario 2 Analysis will take into account the impact of type of disability or SEN profile, gender, social demographic background, ethnic minority background. National disability category will be reframed within OECD CNC A and OECD CNC B.

18. Size of students : comment Sample size has to be large considering the variety of education and employment pathways students with disabilities are able to follow.

19. Size of sample of students with disabilities : should be defined with respect to main patterns of pathways 1st wave of interviews in 2008, six main pathways opportunities: –Employment. –Tertiary A. –Tertiary B. –Job training opportunities (e.g. unemployment measures). –Unemployment. –Inactivity.

20. Access to work Sample of students enrolled in upper secondary education Access to Tertiary A Access to Tertiary B Inactivity Access to training work Tertiary ATertiary B Inactivity training Wave 1 Wave 2 unemployment work Tertiary ATertiary B Inactivity training unemployment work Tertiary ATertiary B Inactivity training unemployment work Tertiary ATertiary B Inactivity training unemployment work i Tertiary ATertiary B Inactivity training unemployment work Tertiary ATertiary B Inactivity training unemployment

21. A student unemployed in 2007 may in the second wave of 2010 –Be employed. –Still be unemployed. –Have accessed tertiary A programme. –Have accessed tertiary B programme –Have accessed a training course. –Be considered unable to work. 36 pathways opportunities should be taken into account to define the size of the sample.

22. Access to work Sample of students enrolled tertiary education Access to Tertiary A Access to Tertiary B Inactivity Access to training work Tertiary ATertiary B Inactivity training Wave 1 Wave 2 unemployment work Tertiary ATertiary B Inactivity training unemployment work Tertiary ATertiary B Inactivity training unemployment work Tertiary ATertiary B Inactivity training unemployment work i Tertiary ATertiary B Inactivity training unemployment work Tertiary ATertiary B Inactivity training unemployment

23. A student who finished a tertiary A undergraduate course in 2007 may in the first wave of 2008: –Be employed. –Have moved from his undergraduate course to a post-graduated course. –Move from tertiary A to tertiary B. –Have accessed a training course. –Be unemployed. –Be considered of being unable to work.

24. In 2010, the same student may have: –Stayed in employment or moved from a post-graduate course to employment. –Stayed in tertiary A education to prepare a Ph.D. –Moved from a tertiary A postgraduate course to a tertiary B course. –Moved from a tertiary A post graduate course to a training course. –Moved from a postgraduate course to unemployment. –Moved from a postgraduate course to inactivity and be considered unable to work. 36 pathways opportunities should be taken into account to define the size of the sample.

25. Ideal sampling procedure for students who left upper secondary education Define a size of sample large enough to analyze the various pathways. Sample a size of local education authorities (LEAs) adequate to generating the required sample of students. Select randomly the LEAs and compare their representativeness with regard to national characteristics. Sample randomly the students with disabilities invited to participate in the interview.

26. Ideal sampling procedure for students who left tertiary education Define a size of sample of tertiary level institutions large enough to take into account the possible pathways students may follow. Sample randomly tertiary education institutions according to the criteria described above and with respect to the diversity of possibilities existing for students with disabilities. Sample randomly students with disabilities with respect to the criteria proposed above

27. Comparison will be allowed through : Reframing national disability category within OECD CNC A and OECD CNC B categories. Analysis comparing rationale allowing for high quality transition programs.

28. Discussion points: Is it possible to sample LEAs’ purposely or should we sample them randomly? Is it possible within a LEA to contact all regular or special schools offering ISCED? Do Schools have the required information on students? How many students with disabilities may be concerned by the longitudinal study?

29. Thank you