49,375 research outputs found
Young people not in education, employment or training (NEET) : where is Government policy taking us now?
No full textYoung people who are "not in education, employment or training" (NEET) were brought firmly within the political agenda in 1999 with the publication of the Social Exclusion Unit's (SEU) report "Bridging the Gap" (SEU, 1999). The SEU report drew attention to a growing body of evidence about the experiences and barriers that some groups of young people face. In recent years, a number of policy interventions have aimed to address social exclusion and disadvantage among young people, as well as to further support young people's transitions into education, training or employment. This paper draws on research evidence to highlight the issues that face young people who are defined as NEET. It describes recent policy developments, particularly in relation to the introduction of financial incentives, which are targeted at reducing the percentage of young people who do not engage in formal learning, work or training at the end of compulsory schooling. It also highlights the importance of establishing personal and trusting relationships between young people and their advisers as an effective tool for re-engagement. The article outlines the most recent policy initiative being piloted - Activity Agreements (AAs). AAs are designed to offer financial incentives, as well as flexible and responsive provision to address the needs of young people who are defined as long term NEET. One lesson learnt from a similar policy intervention which was introduced as part of the Australian Youth Allowance, showed that an inability among some advisers to establish positive relationships with young people hampered take-up of the initiative. Also, in some circumstances, young people did not feel part of the process in which they should have had a voice in determining the make-up of tailored flexible education and training interventions
The 'problem' with youth : young people, citizenship and the community
No full textFears that we are experiencing a crisis in citizenship have been increasingly directed towards youth. Popular political and government rhetoric has frequently positioned young people as a threat to the healthy functioning of citizenship and democracy. Policies have been implemented to educate them and control their behaviour, particularly in their local communities, in an attempt to foster them as citizens deemed appropriate to join adult society. This article provides evidence to the contrary, of young people who wish to be part of their local communities and incorporated in the development of relationships of mutual trust and respect. In this context it is argued that the New Labour government's approach to renewing citizenship for the modem age is contributing to the alienation of young people from any sense of inclusive citizenship. It is put forward that if we are truly concerned with the engagement and empowerment of young people, what is needed is a broader definition of citizenship that enables them to participate as young citizens and respects their voices as an important part of a fair society. This, it is argued, would entail a departure from currently dominant conceptions of citizenship towards, instead, a cultural citizenship approach
The 'named person': surveillance and the wellbeing of children and young people in Scotland.
No full textThe Scottish Parliament’s ‘Children and Young People’ Bill has extended statutory responsibilities for the welfare of children to include their well-being. This article focuses on the ‘named person’ service, arguing that an attenuated understanding of surveillance by politicians and other stakeholders has contributed to a failure to adequately consider the social control dimensions of this new universal provision.Peer reviewe
'I just want a job' : what do we really know about young people in jobs without training?
No full textOver recent years, a central concern of policy has been to drive up post-16 participation rates in full-time education and address the needs of young people not in education, employment or training (NEET). As a result, young people who enter work which is classified as 'without training' at 16/17 have largely been ignored. However, the decision to Raise the Participation Age (RPA) for continuing in learning for all 17-year olds from 2013 and for all 18-year olds from 2015 in England, together with a growing unease about the impact of the current recession on youth unemployment rates, have revived interest in the 'jobs without training' (JWT) group. This paper draws on the findings from two studies: first, a qualitative study in two contrasting local labour markets, of young people in JWT, together with their employers and parents; and second, an evaluation of the Learning Agreement Pilots (LAP), which was the first policy initiative in England targeted at the JWT group. Both studies reveal a dearth of understanding about early labour market entrants and a lack of policy intervention and infrastructure to support the needs of the JWT group throughout the UK. From this, it is concluded that questionable assumptions have been made about the composition and the aspirations of young people in JWT, and their employers, on the basis of little or no evidence. As a consequence, a policy 'quick fix' to satisfy the RPA agenda will not easily be achieved. If the decision to raise the participation age is adopted also by the Welsh and Scottish parliaments, similar challenges may have to be faced
Untitled ( young girl with baby)
No full textPhotograph; hand colored daguerreotype; 1/6 plate: 6.7 x 5.4 cm (image); 9.4 x 8.1 cm (frame); young girl standing behind small baby in white dress; Gold tinting
Education Maintenance Allowance: The First Year - A Quantitative Evaluation
No full textOne of the main aims of the Government's Connexions Strategy is to provide financial support for young people who might otherwise be unable to remain in fulltime education post-16; that is, after the end of compulsory schooling. EMA is a means-tested allowance available to 16 to 19 year olds. It aims to encourage participation, retention and achievement among young people, particularly those from low-income families.
This evaluation focuses on the four models of EMA that were introduced into the original 15 pilot LEAs in September 1999. The pilots have subsequently been extended to a further 41 LEA areas.
As well as evaluating the impact of EMA on participation, retention and achievement, the evaluation must also make recommendations on the level at which EMA should be set; the effectiveness of bonuses for retention and achievement; and to whom EMA should be paid (parent or young person). The evaluation will also address a range of subsidiary issues relating to the effect of EMA on young people's lives.
The evaluation has four main elements, which combine both qualitative and quantitative research methods. This report focuses on the impact of EMA on those most directly affected, young people and their parents. It describes quantitative findings from the first wave of interviews with the first cohort of young people potentially eligible for EMA; those who completed compulsory education in summer 1999
The politics and economics of regulatory impact assessment
No full textThis is the author accepted manuscript. The final version is available from the publisher via the link in this record
Spreading awareness about quality in interaction and UX to young generations
No full textIn a scenario where the whole society is more and more complex, due to the increasing of the interactions and relations created by the technological evolution, it is essential to develop training models that allow to interface with these technological and social ecosystems in a sustainable way, providing specific, transversal and interdisciplinary skills to new professionals. They should be able to identify the needs of people and society and to find new (digital and non-digital) solutions and services based on them. In this context, one of the challenges concerns how to train young generations for the achievement of these objectives, first of all in creating services and products which allow people to have an effective, efficacy and satisfying experience (taking into consideration the Quality in Interaction and User Experience criteria). This contribution discusses some experiences carried out by the authors related to the engagement of high school students in learning processes oriented to how designing solutions and services according to this vision, by also identifying some key points to take into account to spread awareness about these topics to young generations
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