Rural NEETs: Pathways Through Formal and Non-formal Education

Abstract

Formal and non-formal education often constitute the first line of engagement in supporting Rural young people Not in Employment, nor in Education, or Training (NEET). However, it is not always the case that such interventions are widely documented. This chapter aims to uncover best practice interventions for the educational inclusion of rural NEETs building upon an emergent body of work in order to frame the identification of five case studies across Estonia, Italy, Latvia, Albania, Portugal. EU and non-EU member states were included to offer a diverse set of examples. Based on Bronfenbrenner’s bioecological model and data triangulation, elements that prevent rural youth from entering or staying in NEET status were identified. Our work shows that each formal or nonformal education learning intervention or reform mobilizes different levels of the bioecological framework and has an important function in shaping NEETs or at-risk youth support systems. Educational interventions that directly target young people can improve the likelihood of a positive outcome when they are context specific. In addition, these interventions make it possible to see the potential of different educational methods in supporting rural young people, when that contextualization stems directly from the young person’s perspectives and his/her perceived needs.

Socio-Economically Disadvantaged Male Students’ Hesitancy to Study Biology in Ireland: Factors Effecting Intent in the Transition to Upper Secondary School

“…These non-transition rates are reflected in other European countries such as Portugal, Spain, and Italy. Estonia and Bosnia and Herzegovina, particularly in rural areas where young people who exit the formal education system early often fall into the precarity a Not in Employment, Education or Training (NEET) status [13,14]. A target transition rate of 54% is set for the duration of the National Access Plan: A Strategic Action Plan for Equity of Access, Participation and Success in Higher Education 2022-2028 [9], an objective of approximately two percentage points each year.…”

“…Sci. 2024, 14, 341 2 of 13 Moreover, in a comprehensive survey of US science graduates, while over half reported that their interest in science developed before or during primary/elementary school, around a third nevertheless reported that their interest developed during secondary school [3]. Determining the primary factors influencing students' intentions or choices remains challenging.…”