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Using a sample of 324 young adults in four urban centres who left high school in the mid-1980s as well as interviews with representative parents, former teachers, and employers, the authors identify factors that ease transition from school to. These include level of education, social class, gender, ethnicity, aspirations of parents, help from role models, participation in co-op education, and most important of all, self-motivation. The authors describe a range of youth profiles -- uncommitted, non-careerists, conservatives, and innovators -- that will help youth, parents, and educators identify present development and how to improve performance. Emphasizing the importance of co-operative education, the authors suggest that closer relations between school and work, such as exist in the United Kingdom and Sweden, facilitate transition into the labour market. On Their Own will guide parents, youth, educators, trustees, employers, and ministries of education and training to prepare a new generation of productive, resilient workers and managers for success in the information age.

Die Europäische Union hat sich hinsichtlich der Beschäftigung Älterer ehrgeizige Ziele gesetzt. Im März 2001 legte der Europäische Rat in Stockholm fest, dass bis 2010 mindestens die Hälfte der EUBevölkerung im Alter von 55 bis 64 Jahren in Beschäftigung sein soll. Der vorliegende Artikel untersucht mit Daten der Europäischen Arbeitskräftestichprobe 2004 die Partizipation am Arbeitsmarkt älterer Beschäftigter. Gegenwärtig erreichen nur 5 der 15 alten EU Länder bereits eine Beschäftigungsquote der 55 bis 64-Jährigen über 50%. Es wird gezeigt, dass Länder, die der Politik der "Work Line", also der Aktivierung von Personen im Erwerbsalter, folgen (z.B. Dänemark, Schweden), deutlich höhere Beschäftigungsquoten aufweisen als jene, die eine Vorruhestandspolitik (z.B. Deutschland, Frankreich) betrieben haben. Der Vergleich zwischen Work-Line-Ländern und Vorruhestandsländern verweist auf sechs Problembündel, deren Bewältigung zentral für die Erhöhung der Beschäftigungsquote Älterer ist (Gleichstellungsproblem, Humanisierungsproblem, Qualifikationsproblem, Flexibilitätsproblem, Motivationsproblem, Wachstumsproblem). Eine rein altersspezifische Politik wird diese Konflikte nicht auflösen können. ; The European Union has set itself ambitious targets for the employment of older workers. In March 2001, the European Council, meeting in Stockholm, declared that by 2010 at least half of the EU population aged between 55 and 64 should be in employment. The present article examines the participation of older employees in the labour market on the basis of the 2004 European Labour Force Survey. At present, only 5 of the 15 old member states already have an employment rate in excess of 50% among the 55 to 64 age group. Countries that have implemented the so-called "work line" policy (Denmark and Sweden), which seeks to mobilise all individuals of working age, exhibit clearly higher employment rates than countries with highly developed early retirement policies (Germany and France). The comparison between the "work-line" countries and "early retirement" countries reveals the existence of six sets of problems (equality problem, work humanisation problem, qualification problem, flexibility problem, motivation problem and growth problem). The resolution of which is fundamental of any attempt to raise employment rates among older workers. These conflicts cannot be resolved with a purely age-specific policy.

Teachers are a 'homogeneous' socioprofessional category, which is organised and open to involvement and the promotion of a shared interest. They are an essential component of civil society on the edge or at the heart of the public sector. Whether or not they are integrated into the public sector, they share values: promotion of individuals, the emancipation and elevation of individuals, and social well-being. All of these elements are aspects which make teachers naturally open to mutual solidarity. They can fully assess the advantage of the mutual organisation as a complementary element to government social action or as a substitute for failing public authorities. They can 'incarnate' solidarity and reconstruct social links

In his article, 'Against difference and diversity in social work: the case of human rights', Stephen Webb captures several important problems concerning the application of a postmodern human rights perspective in social work. Although accepting Webb's diagnosis, for example that the postmodern discourse neglects basic structural conditions essential for understanding social problems and thus leads to a policy of symbols and rhetoric, this article argues that Webb reifies the perspectives of diversity and universalism and misses the need for balancing these aspects in the practice of social work. Some general argumentative techniques in the postmodern discourse are identified, and it is argued that several of Webb's conclusions are reached via those argumentative techniques, particularly when it comes to his claim that the philosopher Alain Badiou could play a central role for social work. The possibility of implementing in social work general philosophical programmes such as Alain Badiou's is questioned.

Social imagery, the visuals shared by users via various platforms and applications, may be analyzed to elicit something of massmind (and individual) thinking. This work involves the exploration of seven topics from various subject areas (global public health, environmentalism, human rights, political expression, and human predation) through social imagery and data from social media. The coding techniques involve manual coding, the integration of multiple social data streams, computational text analysis, data visualizations, and other combinations of approaches. ; https://newprairiepress.org/ebooks/1037/thumbnail.jpg

It is impossible to discuss economics, development or education in a world-wide context without considering the effects of markets or globalization on these issues that have such an impact on humanity. Neoliberalism has had profound consequences for education worldwide, particularly in the developing world. The chapters in this volume include both case studies for specific countries as well as reflections on economic and educational priorities in a globalized world. How development aid is delivered, provisioned and under what conditions is debated in several chapters. Similarly, development as well as poverty are conceived in multi-dimensionalities depending on the context. In addition, the issue of what quality education has come to mean in a globalized age is also addressed. The contrast between discourses of humanistic approaches to education and those of neoliberalism as propounded by the World Bank informs discussions throughout the volume. The collection of papers in Economics, Aid and Education: Implications for Development provides a roadmap for policy makers in developing countries as well as for comparativists to the key issues and challenges of globalization, marketization and internationalization of education in a period of economic crisis. This book explores the contributions of globalization and the roadmaps developed as vehicles for societal transformation. Contributors from all parts of the globe discuss the expanding role of the World Bank's market reforms in education in developing countries. In a detailed and practical way, the authors question false assumptions of education aid and underline the challenges of funding gaps related to development in education.

A variety of economic, social, & political indicators point to the possibility that the level of structural unemployment in the US will soon rival that of the Great Depression. Various potentially effective, therapeutic remedies are discussed: shortening the work week, legitimating welfare, acknowleding unemployment as a necessary part of life, developing useful make-work programs, extending education, melding work & leisure, allowing workers to own modes of production, restricting immigration, discouraging the replacement of workers through taxes, redefining work as a privilege, recruiting people for the Third Sector (volunteer work), creating a dual system of money & script, & tying housework to a compensation program. Each of these potential solutions requires a rethinking of current socioeconomic policy, a reevaluation of the US's long-term goals, & a recognition that new policies must be approached as continuing, open-ended social experiments. Adapted from the source document.