Inter-governmental Symposium on Unemployed Youth

1963 ◽  
Vol 1 (1) ◽  
pp. 108-109
Author(s):  
Archibald C. Callaway
Keyword(s):  
Young People ◽  
Basic Education ◽  
Further Education ◽  
Rapid Expansion ◽  
Urgent Problem ◽  
Modern Sector ◽  
Tropical Africa ◽  
Primary Schooling ◽  
Unemployed Youth ◽  
Labour Absorption

In recent years many countries in tropical Africa have seen the growth of an urgent problem: unemployment among young people. Although in some areas local unemployment has been a continuing problem, this new, more serious form has emerged as a result of accelerated social change and demands difficult policy decisions. The problem arises from the rapid expansion of basic education without widespread facilities for further education and without many possibilities for labour absorption in the modern sector of the economy. Frequently the effect of primary schooling is to turn young people away from traditional means of making a living: those in villages reject farming and migrate to the cities to compete for the few wage-paid jobs. Each year the number of school leavers increases and the pool of unemployed grows.

Commonwealth African Regional Seminar on Youth Problems and Training

1970 ◽  
Vol 8 (1) ◽  
pp. 141-143
Author(s):  
Archibald Callaway
Keyword(s):  
Young People ◽  
Primary Education ◽  
Rural Areas ◽  
Labour Force ◽  
Wide Spread ◽  
Tropical Africa ◽  
Economic Problems ◽  
The Impact ◽  
And Training ◽  
Labour Absorption

Few socio-economic problems in tropical Africa evoke greater concern than that of providing youth with training in skills and profitable opportunities for work. The increasing number of unemployed young people in towns and cities doesn't make sense, particularly when intensified development is being hoped and planned for. Everyone recognises the urgent need to look into this paradox, to diagnose the problem in its local variations, and to do something about it. Rising population and labour force, the impact of wide-spread primary education, heightened expectation, migration to cities, the low labour absorption of modern and semi-modern establishments, falling productivity in some rural areas—these are some of the elements involved.

Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning

2020 ◽  
Author(s):  
Michelle Kaffenberger ◽  
Lant Pritchett
Keyword(s):  
Child Mortality ◽  
Women's Education ◽  
Basic Education ◽  
Women's Empowerment ◽  
Women’S Empowerment ◽  
Life Outcomes ◽  
Primary Schooling ◽  
The Impact ◽  
Financial Practices ◽  
Attenuation Bias

Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.

scholarly journals Applied Learning Educators Searching for a Pedagogical Model

2016 ◽  
pp. 605-631
Author(s):  
Christine Schulz
Keyword(s):  
Young People ◽  
Transformative Learning ◽  
Educational Theory ◽  
Research Data ◽  
Further Education ◽  
Boundary Crossing ◽  
Applied Learning ◽  
Pedagogical Model ◽  
Learning Programs ◽  
Pedagogical Framework

Australia, like many nations across the globe, has a focus on engaging young people in the post compulsory years of school to ensure their transition into further education, training and /or the workforce. Applied Learning programs which are based on the premise of active, transformative learning from authentic experience have emerged as valuable tools in assisting the transition of young people. Understanding of Applied Learning however, not only varies between nations but also disciplines, context, education settings and curricula. Using a lens of boundary crossing, this chapter draws on research data to provide an account of challenges educators face in an Australian program where there appears little guidance for educators on constructing an Applied Learning pedagogical model for individual practice. From consideration of data and educational theory an Applied Learning pedagogical framework is proposed as a guide for educators in developing Applied Learning programs.

scholarly journals Rural Education: some indicators

2021 ◽  
pp. 1-25
Author(s):  
Marilene Santos
Keyword(s):  
Rural Education ◽  
Young People ◽  
Educational System ◽  
Urban Areas ◽  
Basic Education ◽  
Public Policies ◽  
Education Development ◽  
Development Index ◽  
National Education ◽  
Educational Condition

The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Education. Despite the operational difficulties of the educational system to obtain the necessary information for its composition, the results of the last two Ideb, however, already show progress. Based on these indicators, we conclude that some actions aimed at increasing the schooling of the countryside population were undertaken, however, the unequal educational condition among young people living in the countryside and those who live in the urban areas still persists. There is a possibility of fulfilling the goal eight of PNE by 2024, however, this may not mean progress in guaranteeing the countryside population’s rights to an education of quality, but, on the contrary, its reduction.

scholarly journals Young people's transitions in London and temporal orientations of agency

2014 ◽  
Author(s):  
Kaori Kitagawa ◽  
Mabel Encinas
Keyword(s):  
Young People ◽  
Conceptual Framework ◽  
Further Education ◽  
Target Group ◽  
Labour Markets ◽  
Work Transitions ◽  
Modern Britain ◽  
The Future ◽  
Vocational Courses ◽  
Further Education Colleges

This article presents findings from the Changing Youth Labour Markets and Schools to Work Transitions in Modern Britain projects undertaken between 2009 and 2010. The projects examined young people's experiences and perceptions about study, work, and the future while going through transitions. The target group was young people on vocational courses at further education colleges in London aged between 18 and 24. This group is an under-researched cohort, who is neither NEET nor following 'tidy' pathways. We apply the conceptual framework of temporal orientations of agency, originally proposed by Emirbayer and Mische (1998). We discuss the interplay between young people's agency and the contexts in which they live.

scholarly journals Careers Guidance and Transitions to Further Education in Wales

2019 ◽  
Vol 4 (3) ◽  
Author(s):  
Katy Huxley ◽  
Rhys Davies ◽  
Suhaer Yunus
Keyword(s):  
Multivariate Analysis ◽  
Young People ◽  
Lifelong Learning ◽  
Career Guidance ◽  
Compulsory Education ◽  
Further Education ◽  
Low Levels ◽  
Academic Year ◽  
Combining Information

There is a general agreement that receiving appropriate and timely careers guidance enhances the likelihood of an individual’s participation in post-compulsory education. However, little is understood about how careers guidance influences the choices of learners. This paper explores the educational journey of learners’ who enrol within the Further Education sector in Wales, analysing whether the receipt of careers guidance is in anyway associated with these outcomes. This study utilises the linked database of school and pupil records, combining information from the Welsh National Pupil Database (NPD) with individual learner records from the Lifelong Learning Wales Record (LLWR) for young people who are registered at post-compulsory education providers, combined with anonymised client information held by Careers Wales. Data for two cohorts of Year 11 pupils (2012/13 and 2013/14) who subsequently enrolled in courses within the FE sector during the following academic year is analysed. Multivariate analysis reveals that, as expected, there is a strong link between GCSE attainment and learning aims at FE. However, the analysis also suggests that receipt of careers guidance may encourage learners to make choices at FE that are more commensurate with their abilities. Those with higher levels of attainment are also more likely to enrol on higher level learning programmes if they have also been in receipt of careers guidance. Likewise, those with low levels of attainment at GCSE are more likely to enrol on learning programmes with lower qualification aims if they have been in receipt of careers guidance. Receiving careers guidance through interviews increased the likelihood of registering on WBL programmes. Furthermore, learners on WBL programmes who have received careers guidance are less likely to withdraw from their courses early. The study offers important insights as to the role of career guidance in supporting young people in their transitions to post-compulsory education.

scholarly journals Why do Young People Give up Their Job Search?

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
Sami Ylistö
Keyword(s):  
Content Analysis ◽  
Young People ◽  
Labour Market ◽  
Job Search ◽  
Individual Choice ◽  
Search Behaviour ◽  
Job Seeking ◽  
Labour Market Position ◽  
Unemployed Youth

The decision to search or not to search for work is usually considered a purely individual choice. However, this is a simplistic view, which ignores important structural and situational aspects of job search behaviour. This article discusses the reasons why long-term unemployed youth in Finland give up their search for work or a student place. The data comprise 28 life course interviews that were analysed by means of content analysis. The data show that young people’s job seeking behaviour is greatly influenced by how they view their labour market position and prospects. Job search abandonment is often temporary and young people soon resume their search because of the expectations of the society around them and their willingness to find work. The young people interviewed provided rational, emotional and life value reasons for their decision to suspend their job search. The article offers a deeper understanding of youths’ job search behaviour.

Assessment of Learning Needs of Street Vendors in Ghana

2019 ◽  
pp. 137-149
Author(s):  
Louis Caleb Kutame ◽  
Olivia Frimpong Kwapong
Keyword(s):  
Young People ◽  
Basic Education ◽  
Technical Education ◽  
National Development ◽  
Capital City ◽  
Adult Educators ◽  
Learning Needs ◽  
Street Vendors ◽  
Assessment Of Learning

This chapter assessed the learning needs of street vendors in Accra, the capital city of Ghana. The findings revealed that vendors in the streets of Accra were made up predominantly of young people aged between the ages of 16 and 40 years. Seventy-five percent (75%) of these street vendors had gone through basic education and about 55% of them showed interest in furthering their learning. A majority of those who wished to further their education and indicated that they wished to be assisted in acquiring technical education which they figured out would enable them to generate regular revenues with which they can support themselves and their families. It was recommended that adult educators should assist street vendors in locating opportunities for the learning they have indicated and to support them in achieving their dream for the sake of national development.

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