scholarly journals The relational navigator: a pedagogical reframing of widening educational participation for care-experienced young people

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Penny Jane Burke ◽  
Claire Cameron ◽  
Emily Fuller ◽  
Katie Hollingworth
Keyword(s):  
Young People ◽  
Formal Education ◽  
Small Scale ◽  
Widening Participation ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Transitional Processes ◽  
Justice Theories ◽  
Pedagogical Relationship ◽  
Deficit Discourses

Young people in state care not only lose support, usually at 18 years of age, but also experience unequal participation in post-secondary education. This has raised concern about the importance of widening participation (WP) for care-experienced young people (CEYP). However, CEYP are often institutionally stigmatised and this could be worsened by WP interventions that are framed by deficit discourses. Weaving together social pedagogies and social justice theories, the article aims to reframe WP away from deficit discourses through recognition of the systemic, structural and cultural inequalities that most CEYP must navigate to access formal education. We introduce the concept of the relational navigator, in which a pedagogical relationship enables the navigator to ‘pilot’ through complex systems and transitional processes in collaboration with, and through ‘walking alongside’, the CEYP with respect to their lived contexts and experiences. This article draws from the reflections of WP navigators situated in two small-scale WP projects, one in an English museum and the other in an Australian university. Our analysis of the reflections of the WP project navigators is offered as a preliminary exploration of the potential the relational navigator as a way to shift deficit discourses and work towards a reframing of WP through a social pedagogical perspective.

The Conditions of Post-Soviet Dispossessed Youth and Work in Almaty, Kazakhstan

2003 ◽  
Vol 23 (1) ◽  
pp. 35-49 ◽  
Author(s):  
Jakob Rigi
Keyword(s):  
Young People ◽  
Informal Sector ◽  
Formal Education ◽  
Small Scale ◽  
Drug Dealing ◽  
Goods And Services ◽  
Economic Practices ◽  
Social Cleavage ◽  
Work First ◽  
The Welfare State

In this article I describe and analyse the conditions of youth in post- Soviet Kazakhstan, their attitudes to work and their economic practices. The article argues that the post-Soviet changes, most importantly neo-liberal reforms and rise of consumerism, have transformed the conditions of youth, their attitudes to work and their patterns of work. First, the neo-liberal reforms and the abolition of the welfare state have dispossessed the majority of youth from the access to welfare, education and work of the Soviet era. This has created a huge social cleavage among already stratified youth. While the sons and daughters of the elite, immersed in conspicuous consumption, have monopolized places in universities and good jobs, the dispossessed youth live in dire poverty. Poverty, insecure family backgrounds, lack of good formal education and lack of necessary contacts marginalize dispossessed youth in the labour market. The economic niche available to them consists of menial jobs in the informal sector. In spite of their poverty, the dispossessed youth have a consumerist mentality. This has created a tension between youth and parents among the dispossessed. While parents ask young people to get more involved in available strategies of survival, the latter, seeing a gloomy future, immerse themselves in the present through sex and drugs. Moreover, in order to survive and have minimum access to the consumerist goods and services, young people get involved in deviant strategies: males get involved in theft, drug dealing and small-scale racketeering and females in prostitution. This subjects them to enormous violence in prisons, streets and places of entertainment. The conditions of the dispossessed youth are characteristic of the post-Soviet changes. While a tiny elite and their foreign partners plunder resources, the dispossessed majority are struck by despair and poverty.

scholarly journals Regulating Work Experience Programs in the Greek Post-Secondary Education: The Case of Traineeships

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Sofia Boutsiouki ◽  
◽  
Nikolaos Vasileiadis ◽  
Ilias Kouskouvelis ◽  
Vasileios Koniaris
Keyword(s):  
Secondary Education ◽  
Young People ◽  
Work Experience ◽  
Smooth Transition ◽  
Post Secondary Education ◽  
Study Program ◽  
Post Secondary ◽  
Operational Characteristics ◽  
Study Programs ◽  
Experiential Process

The smooth transition of young people to the labor market and their competency in successfully planning and developing their careers constitute key aims of all modern education systems. The implementation of work placements plays an important role in the realization of these aims by enhancing the communication between the education providers and the world of work, and by contributing to the development of professionally oriented competences by young learners. The paper focuses on traineeships, a particular type of work placement, which is implemented by post-secondary education institutions in Greece. A traineeship includes a variety of training processes with clear objectives and predetermined assessment strategies, which help trainees to gain professional skills and experience through an experiential process. Its ability to exercise a strong influence on the professional prospects of young people led many education institutions to integrate traineeship opportunities in their study program either as a compulsory component or as a non-mandatory option. The paper analyses the traineeship component of the study programs of three post-secondary education institutions in Greece, i.e. Institutes of Vocational Training (IVTs), Higher Education Institutions (HEIs) and Technological Educational Institutes (TEIs). More analytically, the paper investigates the legislative provisions concerning the organization and implementation of student traineeships, and records the evolution of the particular learning option over the years. In addition, it attempts to identify indications of interaction between post-secondary education institutions as regards the organization and the particular features of student traineeship schemes, which may imply the development of mutual learning. The paper concludes by articulating some remarks regarding the implementation of traineeships in Greek post-secondary institutions and the improvement of their organizational and operational characteristics.

scholarly journals Widening Participation through Alternative Public Schools: A Canadian Example

2013 ◽  
Vol 18 (2) ◽  
pp. 59-71
Author(s):  
Nicole Etherington
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Working Class ◽  
Widening Participation ◽  
Post Secondary Education ◽  
Global Knowledge ◽  
Post Secondary ◽  
Manual Labour ◽  
Working Class Students

In recent years, the development of the global knowledge economy has rendered post-secondary education necessary for employment and earning potential, with manual labour no longer as prevalent or secure as it once was. Yet, access to post-secondary institutions continues to be stratified based on social class. To support working-class students in obtaining a post-secondary education, some countries have opened alternative public schools geared toward this purpose. This article draws on a Canadian case study of a school for working-class students whose parents do not have any post-secondary education to investigate the discourse surrounding these institutions and their goals. Using a content analysis of newspaper articles and policy documents, I find that while alternative schools certainly have the potential to increase educational attainment amongst working-class students, they may pose significant challenges to working-class identities.

scholarly journals THE ASSOCIATION BETWEEN SEXUAL BEHAVIOURS AND INITIATION OF POST-SECONDARY EDUCATION IN SOUTH AFRICA

2018 ◽  
Vol 51 (1) ◽  
pp. 59-76 ◽  
Author(s):  
Annah V. Bengesai ◽  
Hafiz T. A. Khan ◽  
Russell Dube
Keyword(s):  
South Africa ◽  
Secondary Education ◽  
Young People ◽  
Protective Factors ◽  
Sexual Debut ◽  
Hiv And Aids ◽  
Post Secondary Education ◽  
Early Sexual Debut ◽  
Post Secondary ◽  
Sexual Behaviours

SummaryAlthough young people in South Africa are growing up in an era where their socioeconomic circumstances are seemingly better than those of their parents’ generation, they face greater risks in their trajectory to adulthood. This is mainly because the environment in which they are making sexual decisions is also rapidly evolving. Currently, South Africa has the highest prevalence of HIV and AIDS in the world among young people aged 15–24. This study examined the effect of sexual behaviours initiated in adolescence on enrolment in post-secondary education. The analysis was conducted using data from the longitudinal Cape Area Panel Study (CAPS, Waves 1–5) conducted in 2002–2009, which focused on young people’s sexual behaviours in Cape Town, South Africa. The sample was restricted to 3213 individuals who reported sexual debut during adolescence. Using logistic regression models fitted separately for males and females, the results revealed that several factors acted as either hindrances or protective factors to enrolment in post-secondary education. Early sexual debut (by age 17) was negatively associated with participation in tertiary education. Other variables that had a negative effect included not using contraception at first sex, parenthood, engaging in risky behaviours such as illegal substance use, cigarette smoking and drinking alcohol and neglect of school homework (doing less than an hour a day). Higher levels of parental education (except for paternal education in the female model), urban residence and higher aspirations and analogous behaviours (studying) acted as protective factors and were positively associated with post-secondary education initiation. The paper also points to the relationship between early sexual debut and persistent socioeconomic inequality and provides empirical evidence for re-thinking policy development and implementation around schooling and sex education.

scholarly journals Regulating Work Experience Programs in the Greek Post-Secondary Education: The Case of Traineeships

2021 ◽  
Author(s):  
Sofia Boutsiouki ◽  
Nikolaos Vasileiadis ◽  
Ilias Kouskouvelis ◽  
Vasileios Koniaris
Keyword(s):  
Secondary Education ◽  
Young People ◽  
Work Experience ◽  
Smooth Transition ◽  
Post Secondary Education ◽  
Study Program ◽  
Post Secondary ◽  
Operational Characteristics ◽  
Study Programs ◽  
Experiential Process

The smooth transition of young people to the labor market and their competency in successfully planning and developing their careers constitute key aims of all modern education systems. The implementation of work placements plays an important role in the realization of these aims by enhancing the communication between the education providers and the world of work, and by contributing to the development of professionally oriented competences by young learners. The paper focuses on traineeships, a particular type of work placement, which is implemented by post-secondary education institutions in Greece. A traineeship includes a variety of training processes with clear objectives and predetermined assessment strategies, which help trainees to gain professional skills and experience through an experiential process. Its ability to exercise a strong influence on the professional prospects of young people led many education institutions to integrate traineeship opportunities in their study program either as a compulsory component or as a non-mandatory option. The paper analyses the traineeship component of the study programs of three post-secondary education institutions in Greece, i.e. Institutes of Vocational Training (IVTs), Higher Education Institutions (HEIs) and Technological Educational Institutes (TEIs). More analytically, the paper investigates the legislative provisions concerning the organization and implementation of student traineeships, and records the evolution of the particular learning option over the years. In addition, it attempts to identify indications of interaction between post-secondary education institutions as regards the organization and the particular features of student traineeship schemes, which may imply the development of mutual learning. The paper concludes by articulating some remarks regarding the implementation of traineeships in Greek post-secondary institutions and the improvement of their organizational and operational characteristics.

scholarly journals Assessing Livelihood Resilience of Artisanal Fisherfolk to the Decline in Small-Scale Fisheries in Ghana

2021 ◽  
Vol 13 (18) ◽  
pp. 10404
Author(s):  
Iddrisu Amadu ◽  
Frederick Ato Armah ◽  
Denis Worlanyo Aheto
Keyword(s):  
Marital Status ◽  
Formal Education ◽  
Contextual Factors ◽  
Secondary Level ◽  
Small Scale ◽  
Dependency Ratio ◽  
Wealth Status ◽  
Post Secondary ◽  
Small Scale Fisheries ◽  
Livelihood Resilience

The concept of livelihood resilience provides a unique framework for understanding challenges in complex social–ecological systems (SESs) and fostering sustainability. Despite the crises many small-scale fisheries (SSFs) are facing, few studies have operationalized the concept in the context of declining SSFs in developing countries. This study aims to assess the resilience of artisanal fisherfolk livelihoods and its predicting factors in three fishing communities—Elmina, Jamestown, and Axim—in Ghana. A total of 1180 semi-structured interviews were conducted with fishers, fish processors, and mongers. Descriptive and multivariate statistical techniques were used to analyze the data. The results show that the livelihood resilience of fisherfolk increases with an increased level of education and varies by gender. Male fisherfolk with secondary/post-secondary level education had the highest proportion (50%) of more resilient livelihoods. Only 36% of female fisherfolk with secondary/post-secondary level education had more resilient livelihoods. While 40% of male fisherfolk with no formal education had less resilient livelihoods, the livelihoods of half (51%) of females fisherfolk with no formal education were less resilient. The sociodemographic characteristics including wealth status, dependency ratio, marital status, religion, and ethnicity; contextual factors (community); and other relevant factors (experience in fishing, membership of fisherfolk association/group, and beneficiary of livelihood interventions) were found as predictors of the resilience of fisherfolks livelihoods. The findings suggest that interventions towards improving the livelihood resilience of fisherfolk need to consider individual- and household-level characteristics, as well as contextual factors such as marital status, religious affiliation, ethnicity, wealth status, dependency ratio, community, etc.

scholarly journals Speculating on the liberal arts: Exploring possible futures for humanities education

2021 ◽  
pp. 147402222110505
Author(s):  
Sean Steele
Keyword(s):  
Lived Experience ◽  
Liberal Arts ◽  
Small Scale ◽  
Community Of Learners ◽  
Post Secondary Education ◽  
Liberal Arts Education ◽  
Scale Reading ◽  
Post Secondary ◽  
Humanities Education ◽  
Speculative Design

The article draws on concepts from speculative design to explore an alternative educational group existing outside the boundaries of an accredited university. Inspired by the imaginative approach of speculative design, I propose a small-scale reading and discussion group as a pathway to explore possible futures open to aspects of humanities education. The concept aims to reposition elements of the humanities from within the degree-granting Canadian university space to engage the wider public through a network meant to ideally foster an interconnected community of learners. This rhizomatic network would provide avenues for those without the means, access, or desire to pursue post-secondary education in the humanities to engage in questions that are relevant to their lived experience. I use an inquiry-based model of learning to explore probable, plausible, and preferable futures for liberal arts education as a way to challenge some current modes of thinking and provoke further discussion and research.

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