Transition From School to Work

2019 ◽  
pp. 100-121
Author(s):  
Çiğdem Apaydın
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Young People ◽  
The Netherlands ◽  
Public Policies ◽  
School To Work ◽  
The Press ◽  
The Us ◽  
The Uk ◽  
Labor Market Programs

Although the pattern and issue of transition from school to work (TSW) is commonly discussed in France, Germany, Japan, the Netherlands, Sweden, the UK, and the US, it cannot find a place as a topic of discussion in the press and academe in Turkey. In reality, transition from school to work constitutes one of the most critical steps in young people's careers. It is therefore necessary to discuss the power of public policies to improve policies for young people, such as the regulation of the labor market, labor market programs, the effect of education on having a profession, and transition from higher education to work, all of which are underlined in the literature. The aim of this chapter is to discuss the process of transition from higher education to work within the context of Turkey based on the literature.

scholarly journals Navigating an Uncertain Labor Market in the UK: The Role of Structure and Agency in the Transition from School to Work

2020 ◽  
Vol 688 (1) ◽  
pp. 77-92
Author(s):  
Ingrid Schoon
Keyword(s):  
Higher Education ◽  
Young People ◽  
School To Work ◽  
Occupational Attainment ◽  
Employment Opportunities ◽  
Age Cohorts ◽  
Structure And Agency ◽  
The Uk ◽  
Career Options

This article reviews the evidence on young people in the UK making the transition from school to work in a changing socioeconomic climate. The review draws largely on evidence from national representative panels and follows the lives of different age cohorts. I show that there has been a trend toward increasingly uncertain and precarious employment opportunities for young people since the 1970s, as well as persisting inequalities in educational and occupational attainment. The joint role of social structure and human agency in shaping youth transitions is discussed. I argue that current UK policies have forgotten about half of the population of young people who do not go to university, by not providing viable pathways and leaving more and more young people excluded from good jobs and employment prospects. Recommendations are made for policies aimed at supporting the vulnerable and at provision of career options for those not engaged in higher education.

scholarly journals Young People’s Services in an Age of Neoliberalism

2010 ◽  
Vol 8 (2) ◽  
pp. 189-206
Author(s):  
Graham Brotherton ◽  
Christina Hyland ◽  
Iain Jones ◽  
Terry Potter
Keyword(s):  
Higher Education ◽  
Young People ◽  
Higher Education Policy ◽  
Coalition Government ◽  
Youth Services ◽  
Policy Initiatives ◽  
The United Kingdom ◽  
The Uk ◽  
The Way

Abstract This article brings together four different perspectives which explore the way in which various policy initiatives in recent years have sought to construct young people resident in the United Kingdom within particular policy discourses shaped by neoliberalism. In order to do this it firstly considers the way in which the assumptions of neoliberalism have increasingly been applied by the new Coalition Government to young people and the services provided for them; it then considers the particular role of New Labour in the UK in applying these ideas in practice. Specific examples from the areas of young people’s participation in youth services and higher education policy are then considered.

scholarly journals Risk, Choice and Social Disadvantage: Young People's Decision-Making in a Marketised Higher Education System

2015 ◽  
Vol 20 (3) ◽  
pp. 110-123 ◽  
Author(s):  
Sheryl Clark ◽  
Anna Mountford-Zimdars ◽  
Becky Francis
Keyword(s):  
Higher Education ◽  
Young People ◽  
Social Disadvantage ◽  
Widening Participation ◽  
Tuition Fees ◽  
Higher Education System ◽  
High Achieving Students ◽  
Risk Choice ◽  
The Uk ◽  
The Relationship

Rising tuition fees in England have been accompanied by a policy mandate for universities to widen participation by attracting students from socio-economically disadvantaged backgrounds. This article focuses on one such group of high achieving students and their responses to rising tuition fees within the context of their participation in an outreach scheme at a research-intensive university in the UK. Our findings suggest that rather than being deterred from attending university as a result of fee increases, these young people demonstrated a detailed and fairly sophisticated understanding of higher education provision as a stratified and marketised system and justified fees within a discourse of ‘private good.’ Our analysis situates their ‘risk’ responses within the discursive tensions of the fees/widening participation mandate. We suggest that this tension highlights an intensified commodification of the relationship between higher education institutions and potential students from disadvantaged backgrounds in which widening participation agendas have shifted towards recruitment exercises. We argue that an ongoing effect of this shift has resulted in increased instrumentalism and a narrowing of choices for young people faced with the task of seeking out ‘value for money’ in their degrees whilst concurrently engaging in a number of personalised strategies aimed at compensating for social disadvantage in a system beset by structural inequalities.

scholarly journals Social Inclusion, Participation and Citizenship in Contexts of Neoliberalism: Examples of Adult Education Policy and Practice with Young People in the UK, The Netherlands and Ireland

2021 ◽  
pp. 57-78
Author(s):  
Nathalie Huegler ◽  
Natasha Kersh
Keyword(s):  
Adult Education ◽  
Young People ◽  
The Netherlands ◽  
Social Inclusion ◽  
Structural Barriers ◽  
Policy And Practice ◽  
Policy Makers ◽  
Economic Perspectives ◽  
The Uk

AbstractThis chapter focuses on contexts where public discourses regarding the education of young adults have been dominated by socio-economic perspectives, with a focus on the role of employment-related learning, skills and chances and with active participation in the labour market as a key concern for policy makers. A focus on ‘employability’ alone has been linked to narrow conceptualisations of participation, inclusion and citizenship, arising in the context of discourse shifts through neoliberalism which emphasise workfare over welfare and responsibilities over rights. A key critique of such contexts is that the focus moves from addressing barriers to participation to framing social inclusion predominantly as related to expectations of ‘activation’ and sometimes, assimilation. Key target groups for discourses of activation include young people not in education, employment or training (‘NEET’), while in- and exclusion of migrant and ethnic minority young people are often framed within the complex and contradictory interplay between discourses of assimilation and experiences of discrimination. These developments influence the field of adult education aimed at young people vulnerable to social exclusion. An alternative discourse to ‘activation’ is the promotion of young people’s skills and capabilities that enables them to engage in forms of citizenship activism, challenging structural barriers that lead to exclusion. Our chapter considers selected examples from EduMAP research in the UK, the Netherlands and Ireland which indicate that as well as framing the participation of young people as discourses of ‘activation’, adult education can also enable and facilitate skills related to more activist forms of citizenship participation.

Exploring Funding in Higher Education Sector in Oman

2021 ◽  
Vol 12 (2) ◽  
pp. 10-20
Author(s):  
Mouza Said Al Kalbani ◽  
Ahmad Bintouq
Keyword(s):  
Higher Education ◽  
Private Education ◽  
Education Sector ◽  
Decision Makers ◽  
Government Support ◽  
Tuition Fees ◽  
Funding Sources ◽  
The Us ◽  
Different Types ◽  
The Uk

Funding of higher education institutions is a major growing expense for the Oman government (13–14% of the total spending in 2016) and is at par with that of other governments (e.g., 11% in the UK and 15.5% in the US). However, there has been little investigation into the funding of quality higher education in Oman. The present research project aims to explore the sources of funding at Oman universities after it opened the private education sector in 1996. The research methodology includes conducting interviews with leaders in higher education to explore different types of funding (e.g., gifts, tuition fees, government support). This will enhance our understanding, as well as that of decision-makers, regarding universities' funding sources and of the higher education landscape.

Do Imports Increase Unemployment? Empirical Estimates That Are Not Model Dependent

2021 ◽  
Vol 16 (3) ◽  
pp. 447-469
Author(s):  
Jonathan E. Leightner ◽  
Keyword(s):  
Czech Republic ◽  
New Zealand ◽  
Theoretical Model ◽  
The Netherlands ◽  
South Korea ◽  
Trade Liberalization ◽  
Empirical Results ◽  
Empirical Estimates ◽  
The Us ◽  
The Uk

Some Ricardian models would predict a fall in unemployment with trade liberalization. In contrast, the Heckscher-Ohlin model (Stolper Samuelson Theorem) would predict trade liberalization would cause a fall in wages for labor scarce countries, resulting in greater unemployment if there are wage rigidities. The choice of which theoretical model is used affects the empirical results obtained. This paper produces estimates of the change in unemployment due to a change in imports that are not model dependent. The estimates produced are total derivatives that capture all the ways that imports and unemployment are correlated. I find that unemployment increases with increased imports for Austria, Greece, Japan, Portugal, South Korea, Slovenia, and Sweden, but that unemployment decreases with increased imports for Australia, Belgium, Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Hungary, Ireland, Israel, Italy, Latvia, the Netherlands, New Zealand, Norway, Poland, Slovakia, Spain, the UK, and the US.

scholarly journals Improving Educational Outcomes through Getting It Right for Every Child in Glasgow

2020 ◽  
Vol 28 (S1) ◽  
pp. S86-S92
Author(s):  
Maureen McKenna
Keyword(s):  
Higher Education ◽  
Young People ◽  
Educational Outcomes ◽  
Local Authority ◽  
Learning Experience ◽  
Prior Experience ◽  
Universities And Colleges ◽  
The Uk ◽  
The City

This article sketches the context of education in Glasgow, which is Scotland’s largest local authority, serving some of the most deprived communities in Scotland and the UK. It considers the ways in which we work with our schools to raise aspirations and extend young people’s horizons, and explores some of the successes and some of the challenges we have faced and continue to face in bridging the gap between school and higher education. In Scotland, higher education can be delivered through colleges as well as universities. This is an important dimension for our young people, as colleges offer a different learning experience for them and, for some, this can be a more successful learning pathway. There are also other pathways to higher education, for example through work-based learning, such as apprenticeships. Our partnerships with universities and colleges is very strong. Through this partnership there is a range of programmes which support young people across the city to learn about life in university. This is especially important for young people from deprived communities as, often, their families do not have prior experience of higher education. The means of funding and planning these programmes can be viewed as both an enabler and a barrier in certain contexts.

Which countries perform best and why?

2018 ◽  
pp. 59-90
Keyword(s):  
Young People ◽  
The Netherlands ◽  
Labour Market ◽  
Youth Unemployment ◽  
Labour Market Situation ◽  
The Great Recession ◽  
Youth Labour Market ◽  
Market Situation ◽  
Education And Employment ◽  
The Uk

This chapter examines countries' performance regarding youth unemployment. Although the labour market situation of young people has started to improve in a number of countries since the Great Recession of 2007–8, youth unemployment still remains very high across Europe. High youth unemployment rates reflect young people's difficulties in securing employment, or the inefficiency of the labour market. Germany and the Netherlands have established the most effective institutions to achieve a high integration of 15–19 year-olds in education and employment. Indeed, both Germany and the Netherlands are amongst the highest performing countries in the EU for making sure their young people are in employment. Austria and Denmark also achieve good youth labour market and employment outcomes. Meanwhile, countries like France and the UK try to facilitate school-to-work (STW) transitions by lowering labour costs through subsidies or low employment protection.

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