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1.
In this article, we evaluate the impact of social origin on the realisation of educational intentions at the time of becoming eligible for higher education in Germany. In general, we find high persistence of intentions and actual attendance of higher education. However, effects of parental education on the changes of educational intentions increase the existing social inequality with regard to higher education at the time of leaving secondary school. The group which is affected most are those young adults planning to study after vocational training—while the gap between different origin groups does not widen much during other stop-outs from education. This can be explained only partly by previous educational performance. The findings suggest that estimates of educational inequality are attenuated when entry into higher education is approximated by educational intentions of young adults.  相似文献   

2.
The transition from school to the world of post-compulsory education is a major landmark in the lives of young people with special educational needs (SEN). In England the Connexions service set up to support young people during transition was planned to provide both a universal service and one that provided special support to vulnerable young people, particularly those at risk of not being in education, employment or training (NEET). The present paper reports the findings of a study of 46 Connexions personal advisers (PAs) who were supporting young people with specific speech and language difficulties (SSLD) or general learning difficulties, as part of a longitudinal study of these young people's development. Interviews were held with the PAs to identify patterns of organisation, the nature of services delivered to these young people and the factors that influenced successful support. The findings highlight the diversity among Connexions services, the limited expertise with young people with SEN and the structural barriers that may limit effectiveness. In addition, the Assessment, Planning, Implementation and Review Framework was not consistently used. The Connexions service has the potential to provide important support to young people with SEN at this key transition point but our study indicates the need for modifications to its operation.  相似文献   

3.
The characteristics, experiences and long-term prospects of young people outside the labour market and education have attracted widespread international attention in recent decades, and the specific category of young people not in education, employment or training (NEET) has been a policy concern for the UK Government since 1997. This paper examines the analytical and empirical basis of our knowledge of NEET young people, in the light of more general conceptualisations of social exclusion and the individualisation of social risk. It relates the NEET category to a conception of social exclusion in which the central policy focus is on moving young people across a boundary between participation and non-participation, and inequalities within education and employment receive less attention. This focus, allied with discourses of individualisation, obscures the structural basis of inequality in education and training. However, the paper argues that the research evidence shows that individualised approaches based on personal and cultural characteristics of NEET young people are inadequate to understand this group and frame policy. The paper proposes that stronger versions of social exclusion need to be used in constructing solutions which acknowledge the basis of NEET issues in wider social inequalities.  相似文献   

4.
This article explores the way in which government policy shapes the lives of young people who are not in education, employment or training (NEET). In particular it examines how the concept of NEETs is set within a specific infrastructure and discourse for managing and supporting young people. The article provides a brief history of the NEET concept and NEET initiatives, before moving on to scrutinise the policies of the Coalition Government. A key distinction is made between those policies and practices that seek to prevent young people becoming NEET from those that seek to re-engage those who are NEET. It is argued that the Coalition has drawn on a similar active labour market toolkit to the previous Labour administration, but that this has been implemented with fewer resources and less co-ordination. It concludes that there is little reason to believe that Coalition policy will be any more successful than that of the previous government, and some reason to be concerned that it will lead to young people becoming more entrenched within NEET.  相似文献   

5.
There is a growing interest among researchers in the impact of locality on young people who are inactive and not engaged in education, employment or training (NEETs). Previous research on this, however, is rather limited and does not account for a number of characteristics that mediate the effects of disadvantaged neighbourhoods on transition outcomes. This study investigates the effects of neighbourhood context on young people who experience NEET status at the ages 18 to 19 in one cohort born in 1989/90 in the Longitudinal Study of Young People in England (LSYPE). The analyses control for a wide range of factors which may affect NEET status. Drawing on previous sociological theories, we develop a theoretical framework that specifies four levels of influence on young people’s development: individual, family, school and peer group characteristics. Potential pathways between neighbourhood context and individual outcomes are explored using a logistic regression model. We demonstrate that there is a higher probability for young people who live in high-crime areas to become NEETs in comparison to those who live in less-deprived areas.  相似文献   

6.
The aim of this study was to find out more about the lives of young people in the category ‘not in education, employment or training’ (NEET). We worked intensively with 26 young people in four smaller groups, spending three days with each group. During our time with them we engaged in a variety of creative and artistic activities designed to help them to construct accounts of their lives for us with the purpose of gaining an understanding of what it was like to be NEET. Three significant issues that emerged from these life stories are discussed in this paper. These are the problematic nature of the discourse of NEET sub‐groups; the challenges of school‐exclusion policies and practices; and the myth of low aspirations.  相似文献   

7.
Abbreviations     
This paper uses Bourdieu's concept of field to analyse findings from an ethnographic study of Entry to Employment (E2E) programmes in England. Entry to Employment is a work-based learning programme which aims to re-engage young people with ‘barriers to learning’ inhibiting access to further education, training or employment. The paper examines field positions associated with E2E, such as learner and tutor, distinguishing between the taking of positions by individual agents and the construction of these positions by dominant institutions. The paper argues that official constructions are based on a discourse which positions E2E learners as a deficit category alongside young people not in education, employment or training (NEET) and separates E2E programmes from those in mainstream educational provision. In consequence, although learners are supported and make individual progress, E2E contributes to the exclusion that Bourdieu identifies as the chief means of social reproduction in the education system.  相似文献   

8.
This paper examines early school leaving from the perspective of parents of early school leavers in an inner-city local authority housing estate in the Republic of Ireland living with the challenges of significant marginalisation. While the vast majority of post-primary pupils now sit a Leaving Certificate examination, and improvements in school retention rates have also been found in ‘disadvantaged’ schools in recent years, a disproportionate number of those leaving school early come from lower socio-economic backgrounds. Through in-depth, semi-structured, interviews, this qualitative study examined the perspectives of nine parents of early school leavers about the factors contributing to young people from this area leaving school early. This article focuses on three aspects of the findings through which the parent participants framed their views on early school leaving; (1) feeling let down by school, and (2) being stigmatised being from a ‘disadvantaged’ area, and (3) dealing with life traumas. For the participants, these factors significantly constrained their child/ren in engaging with education. The findings are examined through an interrogation of the shaping impact of social class and ‘place’. Recommendations include specific professional development for educators in challenging contexts about the impact of trauma and socio-demographical positionality on educational engagement and outcomes.  相似文献   

9.
ABSTRACT

This paper considers the role that schools have in determining whether school leavers participate in higher education or not. It examines the association between schools and university participation using a unique dataset of 3 cohorts of all young people leaving maintained schools in Wales. School “effects” are identified, even after controlling for individual-level factors, such as their prior attainment, socioeconomic circumstances, ethnicity, and special educational needs. Schools appear to have a particular “effect” on the likelihood that a young person enters an elite university. However, the findings suggest the concept of a school “effect” on higher education participation is not straightforward – schools appear to have different levels of effectiveness depending on the gender of the young people and the nature of their higher education participation. These findings are considered within the policy contexts of school effectiveness and widening access to higher education.  相似文献   

10.
This report provides a summary of findings from an ethnographic study of work‐based learning provision for 16–18‐year‐olds who would otherwise fall into the UK Government category of not in education, employment or training (NEET). The research project took place in the north of England during 2008–2009, and investigated the biographies, experiences and aspirations of young people and practitioners working on Entry to Employment (E2E) programmes in four learning sites. The detailed research findings are reported in four papers covering the conceptual background to E2E, and the experiences of learners, tutors and Connexions personal advisers involved with the programme. This report highlights and synthesises some of the key issues raised by these papers and looks ahead to a three‐year longitudinal study of NEET young people which is intended to continue and extend this work, providing an opportunity to follow this group during a period of far‐reaching economic and political change.  相似文献   

11.
Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life satisfaction. In the present study, we were interested in the effects of mathematical and reading difficulties and socioemotional and behavioural problems (measured at age 16) on three educational situations at age 21: delayed graduation from upper secondary education, short educational trajectory and not being engaged in education, employment or training (NEET). The participants (N = 597; 304 females, 293 males) were one age cohort of ninth graders in general education classes, who were followed for five years after completion of compulsory education. This time frame included two different transition phases: first, from comprehensive education to upper secondary education, and second, from upper secondary education to further studies or to working life. Structural equation modelling was used as analysis method. The findings show that mathematical and reading difficulties as well as socioemotional and behavioural problems had significant long-term effects on the participants’ educational careers. New in part was that these learning difficulties seemed to have somewhat divergent emphases on the three investigated life situations: (1) mathematical difficulties, more strongly than reading difficulties, caused the students to attain lower levels of education, (2) mathematical difficulties and socioemotional problems predicted a student ending up in the NEET group and (3) reading difficulties and behavioural problems predicted delayed graduation from upper secondary education.  相似文献   

12.
The context for this paper relates to the policy and practice implications of efforts to achieve social justice for Scotland’s 12,000 children and young people in the care of local government authorities. The paper is located within a growing evidence base of the educational experience of young people in care and leaving care. The data on attainment and exclusion from school in particular are reviewed and confirm that looked‐after children in Scotland, as elsewhere in the UK, typically leave education with significantly fewer school leaving qualifications than is now the common expectation for young people in their age group and are significantly more likely to lose time in school due to exclusion. However, the review also shows the devastating impact of being in care on young children’s attainment in reading, writing and mathematics. The implications of the data reviewed are discussed in relation to the concepts of social justice, resilience and the educationally rich environment.  相似文献   

13.
Young people not in employment, education or training (NEET) are not a static, homogenous group. For most, being NEET is a temporary state as they move between different forms of participation and non-participation. This paper explores how the complexities of defining NEET, the re-structuring of the careers service and the nature of post-16 provision shape the way young people are identified, accessed and participate in ethnographies. Data drawn from a study exploring the experiences of being NEET are used to investigate the complexities involved when doing ethnography with ‘hard-to-reach’ young people. Challenges include gaining and maintaining access; conducting multiple site ethnography; and taking account of the socio-political context. Working with NEET young people across multiple sites and using various data collection techniques compound the issue of consent. This paper reveals how ethics, power and consent were experienced by the ethnographer and the young people. There is a need to understand how ethnographies are done in order to clarify how specific issues can be avoided and overcome.  相似文献   

14.
This article will highlight the difficulties faced by qualified but disadvantaged young people in accessing higher education. This is an issue which has strong implications for education policy, economic efficiency and social justice. Over the past two decades, despite large increases in overall access to higher education, the gap in level of participation between the most affluent and most disadvantaged school‐leavers has remained intact. This article will examine patterns of educational attrition amongst less affluent young people, who gain sufficient qualifications to enter higher education. In other words, in order to redress the imbalance in the uptake of places in higher education, this article will distinguish between the factors which qualify young people to access university and those which predispose them to participate. A range of factors (barriers) which impacted upon levels of participation in higher education was found. Access to higher education was primarily dictated by level of school achievement, although this in turn was found to be a function of disadvantage. Furthermore, some qualified but disadvantaged young people forwent the opportunity to enter higher education on leaving school, while others enrolled in less advanced courses, for reasons other than academic ability.  相似文献   

15.
The main goal of this study was to gain a better insight into efforts made to provide optimum education to juveniles in young offender institutions and in secure youth care institutions, and into barriers with which educators are confronted in this process. Results show that for a substantial number of juveniles insufficient information is available about their educational background and specific learning difficulties when being placed in these institutions. This complicates the process of determining which type of education would best suit their educational needs. Several other barriers have been identified that impede the provision of adequate education to these young people. These include frequent changes in class composition, limited possibilities for practical training, and difficulties in finding a mainstream school willing to enrol a juvenile after leaving a young offender institution or a secure youth care institution.  相似文献   

16.
上海“啃老族”的现状与对策分析   总被引：1，自引：0，他引：1  
随着全球金融危机的到来,我国青年人就业形势愈来愈严峻,啃老族已经形成一支庞大的队伍,带来许多社会问题和消极影响。本文从四方面来分析啃老族的现状,并从家庭教育和就业指导方面进行了对策分析。  相似文献   

17.
Dr Brian Tew, psychologist in the Department of Child Health, University of Wales College of Medicine, Cardiff, is involved in a longitudinal study of children with spina bifida. He compares their educational attainments in adolescence with those of a group of non-handicapped, matched at birth. He finds that the examination and employment prospects of some young people with spina bifida would be improved by transfer to an ordinary school and by further education and training after the statutory leaving age.  相似文献   

18.
A governmental research inquiry was conducted into the policy to raise the school leaving age in Western Australia. The study aimed to problematise the policy so as to identify and examine the rationale and intervening practices with young people who were deemed to be at-risk of not meeting the new school leaving age requirements. Drawing on interviews and policy documents, this paper elaborates the concept of ‘apparatus’ as defined by Foucault and Agamben to identify the contexts and consequences of the way the policy produced and reproduced an ‘at-risk’ youth subjectivity. The paper shows how a binary between school completers and non-completers emanated from a context about a crisis in falling retention and early school leaving, myopically focusing on NEET (Not in Employment, Education or Training) subjectivities as both the cause and solution to the policy objectives. Consequently, the policy apparatus is productive of the very circumstances it seeks to address, and therefore it recursively cycles around a problem it does not solve.  相似文献   

19.
Dominant conceptions of the world infuse educational experiences for young people in implicit rather than explicit ways—through becoming, as Stuart Hall argues, ‘the horizon of the taken‐for‐granted’. In this article we explore these horizons as experienced by New Zealand’s neo‐liberal generation, currently ‘in transition’ from high school to further education, training and/or employment. As in Britain, further education has become a taken‐for‐granted feature of post‐school horizons for young New Zealanders but it is not a meaningful destination for all of them. The 93 young New Zealanders in our study have grown up during a period of intensive neo‐liberal reform, the speed and scope of which were unprecedented in Western economies. We interviewed these young people in their last year of high school and again once they were well embarked on their post‐school lives. We explore how the landscapes of choice of these young people have been restructured in neo‐liberal times: for some, the influences of parents, teachers, schools, universities and educational policy have come together to construct apparently wide‐open horizons in which university is a taken‐for‐granted destination. For others, however, these influences have remained subject to assumptions about ‘race’ and class that have a long history in New Zealand and the result has been a narrowing of future possibilities for participants. In all cases, we are concerned to explore the costs that are borne by these young people in this new environment.  相似文献   

20.
Background: The concept of NEET (young people not in employment, education or training) was introduced to capture the varieties of youth labour market disengagement and has become a standard statistical indicator for labour market performance. However, it is criticised for simplifying the heterogeneity of young people in problematic youth transitions and for emphasising their deficiencies in terms of affiliation to key institutions in youth transitions.

Purpose: The article contributes to the research on youth transitions by offering a narrative perspective on the status of NEET. Its purpose is to investigate how NEET periods are embedded and reflected within biographical action and self-perceptions.

Sample: The article is based on the analysis of 21 cases from a qualitative longitudinal study about coping strategies of secondary school-leavers in school-to-work transitions in a city in the west of Germany (altogether, 180 interviews were conducted). During the first wave of interviewing in 2012, the young men and women were 16–20 years old.

Design and methods: In order to reconstruct the young people’s biographical experiences of the transition as well as their interpretations of these experiences qualitative problem-centred interviews were carried out over three waves of data collection. The qualitative analysis combined case reconstructions with cross-case analysis of typical narratives, which focused on the identification of key themes organising the biographical orientation of the young people.

Results: In biographical accounts, analysis revealed that NEET periods are embedded in analytically distinguishable rival narratives that establish different selective perspectives on events, choices and experiences. We identify seven main narratives related to the topics of vocational status, self-actualisation, meaningful activity, convenience, money, leisure and life problems. Young people are well aware of the problematic nature of NEET status. On the level of action, they try to avoid or exit them by accepting precarious and de-qualifying activities; on the level of biographical reflection, they use rival narratives to re-embed the NEET experience, to bypass it or avoid mentioning it altogether. We suggest calling this phenomenon ‘NEET in disguise’ (NID) referring to acts of system justification.

Conclusions: This article shows how young people struggle to avoid and conceal the problematic status of NEET and thus, contribute to the institutionally suggested normalisation of biographical discontinuities.  相似文献   

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