The dynamics of schooling and learning are central issues to debate modernity. As they represent an essential feature of socializing processes in contemporary societies, they gather the ambivalences related to the production of individuals in modernity. On the other hand, these dynamics occur in a context of enlarged globalization, despite implying specific local translations, often composite. This book raises some questions concerning schooling in modern societies. What means learning in a globalized world? Does lifelong learning introduce new challenges to knowledge and the scholastic form of transmission? Are competences prevailing as a new form of qualification in modern societies? How teachers deal with these new professional dilemmas?.
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In recent decades, a considerable amount of research on youth transitions (Brooks 2009; du Bois-Reymond and Chisholm 2006; Pais and Ferreira 2010) has pointed to the complexity of contemporary young people's lives, as progression into adulthood has become increasingly prolonged, fragmented and largely unpredictable. More re cently, the high level of youth unemployment rates observed during the economic crisis became a matter of deep concern for political authorities at the global level (Bendit and Miranda 2015; Eurofound 2012; Inui 2005; Longo and Gallant 2016; Longle 2016; Henderson et al. 2017; Jacinto 2016). ; info:eu-repo/semantics/publishedVersion
Following the last global economic crisis, one of the major structural problems Europe had to face was the substantial rise in unemployment rates. In particular, young people, on the one hand, and the contexts where the financial crisis was more intense and even led to external intervention, such as Portugal, Greece, Ireland and to a lesser extent, Italy and Spain, on the other, were considerably affected. Such rise in youth unemployment rate contributed significantly to a simultaneous increase in the number of young people not in education, employment or training (NEET), which have been monitored for some time as one of the major risks affecting contemporary young population. The idea that young people were increasingly disconnected from the major inclusion social structures, such as education and employment, motivated the building up of the EU largest policy and financial package in the field of employment, the Youth Guarantee Program (YG), launched in 2013 and implemented by each member state according to each country specificity. Expected to last until 2020, the program was aimed at ensuring all young people under the age of 25 years (in some cases, like the Portuguese one, the limit was raised to 29 years) receive a good quality offer of employment, continued education, apprenticeship or traineeship within a period of four months of becoming unemployed or leaving formal education. Although rooted in the field of employment, the program underlines the importance of education, stressing the idea that young people could and should receive appropriate educational and training offers in order to enhance their present and future employability, especially for those whose trajectories are marked with school failure and dropout. ; info:eu-repo/semantics/publishedVersion
La reciente crisis económica ha generado elevadas tasas de desempleo juvenil en la mayoría de los países europeos, provocando un clima de alarma social en torno a los riesgos asociados al modelo social europeo. En este contexto, en 2013, la Comisión Europea ha lanzado la Garantía Juvenil para luchar contra la exclusión de jóvenes que no se encuentran en una situación de empleo, educación o formación(NEET). Este artículo procura analizar el impacto y los retos de la implementación del Sistema de Garantía Juvenil en Portugal. Tenemos la intención de: i) mapear los jóvenes en condición NEET en Portugal y sus especificidades; ii) cuestionar el uso político de la categoría NEET, a través de la identificación de desajustes en la implementación del Sistema de Garantía Juvenil. Por último, se destaca la necesidad de repensar la implementación de políticas públicas destinadas a los jóvenes en condición NEET, teniendo en cuenta un mejor conocimiento de la pluralidad de esta población. ; The recent economic crisis caused high rates of youth unemployment in most European countries, leading to a social alarm climatearound the risks associated with the European social model and the intergenerational contract that sustains it. In this context, in 2013 the European Commission launched the Youth Guarantee Program (YG) to combat marginalization/exclusion of young people under 25 who are not in employment, education or training (NEET). This article aims to analyse the impact and the challenges of YG implementing in Portugal. More specifically, it intends: i) to map the NEET youth in Portugal and its specificities within the European framework; ii) question the political use of the NEET category, by identifying mismatches in the YG implementation. Finally, it is necessary to rethink the operationalization of youth public policies, aimed at young people in NEET condition, considering a better knowledge of the plurality of this population and their needs. ; info:eu-repo/semantics/publishedVersion
La reciente crisis económica ha generado elevadas tasas de desempleo juvenil en la mayoría de los países europeos, provocando un clima de alarma social en torno a los riesgos asociados al modelo social europeo. En este contexto, en 2013, la Comisión Europea ha lanzado la Garantía Juvenil para luchar contra la exclusión de jóvenes que no se encuentran en una situación de empleo, educación o formación(NEET). Este artículo procura analizar el impacto y los retos de la implementación del Sistema de Garantía Juvenil en Portugal. Tenemos la intención de: i) mapear los jóvenes en condición NEET en Portugal y sus especificidades; ii) cuestionar el uso político de la categoría NEET, a través de la identificación de desajustes en la implementación del Sistema de Garantía Juvenil. Por último, se destaca la necesidad de repensar la implementación de políticas públicas destinadas a los jóvenes en condición NEET, teniendo en cuenta un mejor conocimiento de la pluralidad de esta población. ; The recent economic crisis caused high rates of youth unemployment in most European countries, leading to a social alarm climatearound the risks associated with the European social model and the intergenerational contract that sustains it. In this context, in 2013 the European Commission launched the Youth Guarantee Program (YG) to combat marginalization/exclusion of young people under 25 who are not in employment, education or training (NEET). This article aims to analyse the impact and the challenges of YG implementing in Portugal. More specifically, it intends: i) to map the NEET youth in Portugal and its specificities within the European framework; ii) question the political use of the NEET category, by identifying mismatches in the YG implementation. Finally, it is necessary to rethink the operationalization of youth public policies, aimed at young people in NEET condition, considering a better knowledge of the plurality of this population and their needs. ; info:eu-repo/semantics/publishedVersion
University failure is the starting point of this article, which is based on a case study at the University of Lisbon. The objective is to discuss concepts constructing school failure as a problem in higher education systems, with special attention being given to contemporary debates on youth condition in strongly individualised societies. The study selects first-year students in the University of Lisbon's eight faculties in 20032004, to establish a social characterisation of this group by applying an extensive survey to first-year students. A database was constructed and statistical treatment of the information undertaken. This article relates these findings to school failure indicators at the university and its various faculties. As a result, we expect to sketch a social portrait of new University of Lisbon students in 20032004 considered as a whole and in their internal diversity, and to illustrate links between their social trajectories and secondary school failure and success indicators.
