scholarly journals Dual VET and school-to work transition of Young people: the social actors perspective

2020 ◽  
Vol 6 ◽  
pp. 75
Author(s):  
Daniel Barrientos Sánchez ◽  
Antonio Martín-Artiles ◽  
Andreu Lope Peña ◽  
Pilar Carrasquer Oto
Keyword(s):  
Young People ◽  
School To Work ◽  
School To Work Transition ◽  
Social Actors ◽  
The Social ◽  
Work Transition

School-to-work transition of young people in Greater Jakarta: the determinants of success

2017 ◽  
Vol 13 (3) ◽  
pp. 306-326
Author(s):  
Muhammad Ulil Absor ◽  
Iwu Dwisetyani Utomo
Keyword(s):  
Young People ◽  
School To Work ◽  
School To Work Transition ◽  
Work Transition

Some young people have all the luck! The duration dependence of the school-to-work transition in Europe

2021 ◽  
Vol 70 ◽  
pp. 101982
Author(s):  
Francesco Pastore ◽  
Claudio Quintano ◽  
Antonella Rocca
Keyword(s):  
Young People ◽  
School To Work ◽  
Duration Dependence ◽  
School To Work Transition ◽  
Work Transition

The Effects of Peers’ Career Goal Appraisals on School to Work Transition Outcomes

2021 ◽  
pp. 089484532110201
Author(s):  
Britta Ruschoff ◽  
Thomas Kowalewski ◽  
Katariina Salmela-Aro
Keyword(s):  
Young People ◽  
School To Work ◽  
Peer Networks ◽  
Career Goal ◽  
Comprehensive Understanding ◽  
Social Lives ◽  
Transition Outcomes ◽  
The Social ◽  
Work Transition ◽  
New Directions

Despite the growing body of research on the transition from school to work, an important aspect of young people’s social realities in this phase has been largely overlooked: their peers. This study investigates to what extent peer networks in late adolescence, and particularly peers’ appraisals of their own career goals, are related to young people’s subjective early transition outcomes in a Finnish sample ( N = 322) between the ages 17 and 20. The results show that having peers who positively appraise their goals as attainable is associated with more positive transition outcomes as young people more often reported having reached a (temporarily) satisfactory transition outcome which they intended to maintain unchanged. Negative peer appraisals showed no associations with transition outcomes. The present study offers an important step toward a comprehensive understanding of the social lives of young people in career transitions and provides new directions for research and counseling.

scholarly journals PATTERN AND DETERMINANT OF SUCCESSFUL SCHOOL TO WORK TRANSITION OF YOUNG PEOPLE IN ISLAMIC DEVELOPING COUNTRIES: EVIDENCE FROM EGYPT, JORDAN AND BANGLADESH

2017 ◽  
Vol 2 (01) ◽  
pp. 1
Author(s):  
Muh Ulil Absor ◽  
Iwu Utomo
Keyword(s):  
Young People ◽  
School To Work ◽  
Male Youth ◽  
Male And Female ◽  
School To Work Transition ◽  
Female Youth ◽  
Successful Transition ◽  
Work Transition ◽  
Successful School ◽  
The Impact

This study considers the impact of conservative cultures, by comparing the patterns and determinants of the successful school-to-work transition of young people in Egypt, Jordan and Bangladesh. This study argues that the most consistent and significant influence of successful transition among male and female youth are micro predictors compared to mezzo and macro predictors. This study found that male and female youth are treated differently during their school-to-work transition. Conservative culture has negative influences on the successful transition of female youth while a positive transition is experienced by male youth. Education is a key strategy in reducing the negative impacts of conservative culture and promoting successful school-to-work transition particularly if both male and female youth are to attain stable employment.

Social Inclusion

2017 ◽  
Author(s):  
John Smyth
Keyword(s):  
Young People ◽  
Social Inclusion ◽  
Urban Society ◽  
School To Work ◽  
Further Education ◽  
Major Research ◽  
The United Kingdom ◽  
The Social ◽  
Work Transition ◽  
The Way

Social inclusion is a well-meaning concept with something of a chequered history. Its beginnings were in the attempt by France to find a way of dealing with the social dislocation associated with transitioning from an agrarian to an urban society. The view promulgated was that some people were being pushed to the margins and thereby excluded in this process. From these origins the term was picked up and deployed in Europe, the United Kingdom, and other countries seeking to find ways of including people deemed excluded from participation in society as a result of social dislocation. Where the difficulties have arisen with the term is in conceptualizing where the “causation” resides—in individuals and their alleged deficiencies; or in the way societies are organized and structured that produce situations of inequality in the first place, where some people remain on the periphery. Where the former interpretation is adopted, the policy attempts that follow are reparative and designed to try and mend the bonds that bind people to society, and which are seen as having been disrupted. The attempt is to try and help those who are excluded to transgress the exclusionary boundaries holding them back. In the second interpretation, the focus is upon the way in which power is deployed in producing exclusionary social structures. Envisaging how structural impediments operate, as well as doing something about it, has been much more problematic than in the former case. When applied to educational contexts, there have been some major policy initiatives in respect to social inclusion, around the following: (i) school-to-work transition programs that aim to make young people “work ready” and hence obviate their becoming disconnected from the economy—that is to say, through labor market initiatives; (ii) educational re-engagement programs designed to reconnect young people who have prematurely terminated their schooling through having “dropped out,” by putting them back into situations of learning that will lead them to further education or employment; and (iii) area-based interventions or initiatives that target broad-based forms of strategic social assistance (education, housing, health, welfare, employment) to whole neighborhoods and communities to assist them in rectifying protracted historical spatial forms of exclusion. There remain many tensions and controversies as to which approach to social inclusion is the most efficacious way of tackling social exclusion, and major research is still needed to provide a more sociologically informed approach to social inclusion.

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