School‐to‐work transitional outcomes of a group of Italian school dropouts

Abstract

Purpose -This study aims to deal with the role of vocational training in developing social inclusion by analyzing the school-to-work transitional outcomes of early school leavers whose successful experience in vocational training was documented in previous works. Design/methodology/approach -The sample comprises 126 males who enrolled in and successfully completed biennial vocational training courses soon after dropping out of school. The transitional outcomes one year after the qualification as well as the variability of these outcomes in relation to age, degree of success in vocational training, and achievement in the previous schools were analyzed. A phone interview was used to collect data, and a binary logistic regression analysis was applied. In addition, narrative materials were collected through biographical interviews and qualitatively analyzed. Findings -Although most subjects obtained a stable job, some critical aspects emerged: at times employment seemed to be the result of a "negative compromise"; several constraints emerged in managing further personal investment in school and learning. Research limitations/implications -Results support the usefulness of studying social inclusion by adopting a transitional perspective. The main limitations concern the focus on just a few variables that only partially explain the different outcomes. Practical implications -Findings suggested the need for greater flexibility among school, vocational training, and the world of work in order to promote effective social and professional inclusion through the VET system. Originality/value -The paper's results indicate that developing social inclusion of early school leavers inevitably demands a transformation in the widespread beliefs about the dichotomy between learning and work.

Care leavers as helpers: Motivations for and benefits of helping others

“…In addition, through helping others, for pay or voluntarily, belonging to an organization or group in which the activities are carried out, is achieved. The contribution of work to the social belonging and well-being of individuals suffering from social exclusion has been documented in many studies (Fouad, 2007;Sappa & Bonica, 2011), and in particular for young adults from care backgrounds (Tilbury, Creed, Buys, & Crawford, 2011). A substantial advantage of belonging to an organization centered around helping others, has to do with the fact that the young persons themselves, often in need of considerable support, can benefit from the pro-social atmosphere typical of such organizations and from the assistance of helping professionals operating within the organization.…”

Formal and Non-formal Skills Improvement for the Marginalised Youth in Uganda

“…Therefore (Africa Progress Report, 2012;Blaak et. al., 2013;BTVET, 2011;Sappa and Bonica, 2011;UNESCO, 2012b;Yassunaga, 2014) assume that SDPs can improve the quality of life of the marginalised youth. This comes in a milieu when Uganda is trying to provide SDPs, yet facing challenges that need improvement.…”

Building vocational skills for marginalised youth in Uganda: A SWOT analysis of four training programmes

“…Accordingly, VET is considered as one of the remedies for the skills deficit or at least as a ''second chance'' that will equip ESLs with the required skills for the labour market and earning a livelihood (Blaak et al, 2013;Chin et al, 2009;Jjuuko, 2012;Muyobo, 2012;Zeelen et al, 2010). It is assumed that skills development, especially through VET, will tremendously improve the lives of marginalised youth (Africa Progress Report, 2012; Sappa and Bonica, 2011;UNESCO, 2012b; UNESCO -Dakar Regional Office, 2012).…”