Suchergebnisse

This chapter discusses the types of policy initiatives which have been introduced to address concerns over the ongoing 'problem' of not in education, employment, or training (NEETs) young people. Early intervention policies have been introduced in many countries in an attempt to provide early identification of young people who may be at risk of becoming NEET or dropping out of education. Approaches for identifying those at risk of becoming NEET are therefore focused on whether young people will remain in education, employment, or training following the completion of compulsory education. Reintegration strategy at the level of the individual should involve having systems which identify young people who become NEET and support them to achieve positive outcomes in terms of re-engagement.

During the economic crises in the years following 2008, policymakers of various governments regularly hit the alarm bells about the dire situation of marginalized youth in various European countries. Early-career inactivity turns Not in Education, Employment, or Training (NEETs) into the most likely candidates for long-term socioeconomic marginalization, criminal careers, and grave mental and physical health problems. Japanese NEET who have completely retreated from society, are from different social backgrounds and face different circumstances from German immigrant children who have trouble finding a job, who in turn differ from Dutch low-ability adolescents who fail to graduate from vocational education. Since the 1990s, various alternative concepts emerged in labour market research as well as among policymakers.

This book studies young people who are Not in Education, Employment, or Training (NEET); a prime concern among policymakers. Moving past common interpretations of NEETs as a homogeneous group, it asks why some youth become NEET, whereas other do not. The authors analyse diverse school-to-work patterns of young NEETs in five typical countries and investigate the role of individual characteristics, countries' institutions and policies, and their complex interplay. Readers will come to understand youth marginalization as a process that may occur during the transition from school, vocational college, or university to work. By studying longitudinal analyses of processes and transitions, readers will gain the crucial insight that NEETs are not equally vulnerable, and that most NEETs will find their way back to the labour market. However, they will also see that in all countries, a group of long-term NEETs exists. These exceptionally vulnerable young people are sidelined from society and the labour market. The country cases and cross-national studies illustrate that policies intended to help long-term NEETs to find their way in society are very limited. The book provides useful theoretical and empirical insights for scholars interested in the school-to-work transition and marginalized youth. It also provides helpful insights in vulnerability to policymakers who aim to combat youth marginalization.

During the economic crises in the years following 2008, policymakers of various governments regularly hit the alarm bells about the dire situation of marginalized youth in various European countries. Early-career inactivity turns Not in Education, Employment, or Training (NEETs) into the most likely candidates for long-term socioeconomic marginalization, criminal careers, and grave mental and physical health problems. Japanese NEET who have completely retreated from society, are from different social backgrounds and face different circumstances from German immigrant children who have trouble finding a job, who in turn differ from Dutch low-ability adolescents who fail to graduate from vocational education. Since the 1990s, various alternative concepts emerged in labour market research as well as among policymakers.

International audience ; During the economic crises in the years following 2008, policymakers of various governments regularly hit the alarm bells about the dire situation of marginalized youth in various European countries. Early-career inactivity turns Not in Education, Employment, or Training (NEETs) into the most likely candidates for long-term socioeconomic marginalization, criminal careers, and grave mental and physical health problems. Japanese NEET who have completely retreated from society, are from different social backgrounds and face different circumstances from German immigrant children who have trouble finding a job, who in turn differ from Dutch low-ability adolescents who fail to graduate from vocational education. Since the 1990s, various alternative concepts emerged in labour market research as well as among policymakers.

International audience ; During the economic crises in the years following 2008, policymakers of various governments regularly hit the alarm bells about the dire situation of marginalized youth in various European countries. Early-career inactivity turns Not in Education, Employment, or Training (NEETs) into the most likely candidates for long-term socioeconomic marginalization, criminal careers, and grave mental and physical health problems. Japanese NEET who have completely retreated from society, are from different social backgrounds and face different circumstances from German immigrant children who have trouble finding a job, who in turn differ from Dutch low-ability adolescents who fail to graduate from vocational education. Since the 1990s, various alternative concepts emerged in labour market research as well as among policymakers.

International audience ; During the economic crises in the years following 2008, policymakers of various governments regularly hit the alarm bells about the dire situation of marginalized youth in various European countries. Early-career inactivity turns Not in Education, Employment, or Training (NEETs) into the most likely candidates for long-term socioeconomic marginalization, criminal careers, and grave mental and physical health problems. Japanese NEET who have completely retreated from society, are from different social backgrounds and face different circumstances from German immigrant children who have trouble finding a job, who in turn differ from Dutch low-ability adolescents who fail to graduate from vocational education. Since the 1990s, various alternative concepts emerged in labour market research as well as among policymakers.

This chapter aims at assessing the Not in Employment, Education or Training (NEET) youth in Germany, where one finds a strong institutionalized apprenticeship system, a relatively high stratification of the educational system and a gendered vocational education and training system. The dependent variable is the occupational status at the age of 30 measured by the International Socio-Economic Index of Occupational Status. The independent variables are the socio-economic background information and the NEET patterns or respectively the cumulative NEET length. Germany constitutes an interesting case when looking at the longitudinal patterns of youths who experience NEET periods, for several reasons. In international comparison, the connection between education system and the labour market in Germany is quite structured.

This chapter investigates how individual characteristics can explain school-to-work transitions that are associated with NEET status after leaving secondary school in the Netherlands. The Netherlands is a particularly interesting case to study youth who are Not in Employment, Education, or Training. In 2016, the Netherlands had the lowest NEET rate in the European Union. Many Dutch institutions and policies were a deliberate attempt to counter rapidly rising youth unemployment in the 1980s, when very high rates of youth unemployment, especially among the less educated, paired with and low outflow and educational crowding out were of great concern. Track placement in secondary education is determined by the pupils' score on a series of standardised performance tests on a number of indicators and a teacher evaluation, right at the end of elementary education.

The education system is one of the crucial institutional arrangements that shape young people's school-to-work transition. This chapter explores to what extent different aspects of education systems across countries are associated with the likelihood to become long-term NEET. The way the vocational education and training is organised differs across countries. The way education systems are providing vocational education and training depends on the combination of school- and work-based education. The chapter suggests a significant interaction with gender; women living in countries with highly stratified education systems are more likely to become long-term NEET compared to males living in countries with highly stratified education systems.