The youth labour market: From education to work before and after the global financial crisis

Watson, Ian

doi:10.1177/0022185619843959

Cited by 6 publications

(3 citation statements)

References 16 publications

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“…A la crisis financiera mundial de 2007-08 le siguió en 2020 la crisis sanitaria, política y social provocada por la pandemia del COVID-19. Dado que los efectos de estas crisis se han dejado sentir de forma desigual (Andrew et al, 2020;Montacute, 2020;Sternadel, 2021;Watson, 2020), ¿cuáles son las implicaciones de estos tiempos tan difíciles para las aspiraciones educativas y profesionales de los y las jóvenes marginados? Para responder a esta pregunta, este documento se centra en las aspiraciones de los y las jóvenes (de 15 a 24 años) con respecto al mercado laboral y/o a la posibilidad de seguir estudiando.…”

Section: Cuando "Estar En Crisis" Se Convierte En Una Normaunclassified

Growing up in a never-ending crisis

Nada¹,

Macedo

Teixeira

et al. 2022

profesorado

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Over the past two decades, young people have faced increasing social and economic instability. Before the world had fully recovered from the tremendous effects of the global financial crisis of 2007-08, it was hit by the COVID-19 pandemic. With the effects of such crises being felt unevenly, what are the implications of these challenging times for the educational and professional aspirations of young people in vulnerable situations? To investigate, this paper draws on the lived experiences of young people (15-24 years old) in Portugal, ranging from early leavers from education and training to students currently enrolled both in mainstream schools and other educational institutions. The qualitative data used are drawn from two distinct research projects. By combining these two data sets, we have expanded our understanding of the impact of these crises on young people’s aspirations and educational trajectories. The findings indicate that, within the framework of successive economic, political and social crises, pre-existing situations of social vulnerability tend to intensify and may lead to disengagement from school, and even dropping out. Often, the need to help support their families leads many young people to enter a competitive and highly precarious labour market. This article renders visible the impact that structural and systemic factors – intrinsically linked to issues of inequality and social injustice – can have on the educational aspirations and trajectories of young people in a society in which ‘being in crisis’ has somehow become the new norm.

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Section: Cuando "Estar En Crisis" Se Convierte En Una Normaunclassified

Growing up in a never-ending crisis

Nada¹,

Macedo

Teixeira

et al. 2022

profesorado

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“…The current coronavirus pandemic, generated by the outbreak of the novel virus SARS-CoV2 [1,2], determined at a global level certain social, economic, medical and educational issues, forcing professionals in all fields to adapt their activities to the new governmental measures and health policies. A lack of symmetry in education, together with the increase in unemployment [3] and inflation rates, generate an educational crisis with outcomes that cannot be neglected as education is the driver of any economic system in terms of knowledge transfer and competence development, including the digital teaching competences [4].…”

Section: Introductionmentioning

confidence: 99%

Tele-Education under the COVID-19 Crisis: Asymmetries in Romanian Education

et al. 2020

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The COVID-19 pandemic has deepened social and educational asymmetries in some developing countries, such as Romania. Tele-education failed to replace face-to-face education due to the lack of symmetrical policy, connectivity, infrastructure, digitalized educational materials and digital competences. Was this issue predictable and, hence, the stakeholders’ mission failed? Our qualitative research aims at analyzing, in depth, these digitalization asymmetries, with a sample formed of Information and Communication Technology (ICT) specialists working for/with Romanian 1–4 International Standard Classification of Education (ISCED) schools. The collected primary data were processed with Atlas.ti 8. The results emphasize major key areas to be addressed with future public symmetrical policy and change management strategies: equal access to infrastructure, as well as development of compulsory and complementary digital skills (for teachers and students). The necessity to support school management in accessing funding is also required to enhance digitalization.

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“…Jongh (2018),Watson (2020),Alçın et al (2021), and Bekenova (2022) studied other employment conditions, economic, demographic, and educational factors of employment and unemployment, including the issue of youth employment. Kuzior et al (2022) and Zhuchenko et al (2023) analyzed the tendencies and positive impact of providing social or affordable housing and housing spending within social protection, including for youth.…”

mentioning

confidence: 99%

Social factors in the management of youth participation in the labor market in Asia: Justification of causal dependencies

Bayramova

2023

Problems and Perspectives in Management

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The study aims to determine social factors in the management of youth participation in the labor market in Asia based on causal analysis. The information base involves youth employment and youth working-age population by education levels, rural/urban areas, marital and disability status, time arrangement, and job contract. The sample covers 14 countries the ILO assigned to the Asia group for 2012–2021. Correlation analysis identifies dependencies between social factors and youth employment and determines their nature and strength, considering time lags when this influence becomes maximally significant. Granger causality analysis contributes to the establishment of causal dependencies within identified relationships. The greatest causal effect on youth employment is identified for educational level (basic educational level is a cause of positive changes in youth employment level in four countries, and youth employment level is a cause of growth of basic educational level in eight countries, including three countries with bidirectional causality, mostly with strong/very strong strength without lag). Quantitative indicator of youth working-age population by gender influences youth employment in Azerbaijan, Israel, the Philippines, and Thailand (from moderate to strong strength with lag from 0 to 2 years), by marital status – in Cyprus, Georgia, Korea, and Thailand (mostly very strong, time lag – from 0 to 2 years), by social factor of disability – in Shri-Lanka and Mongolia (very strong with 1-year time lag). The results can be used to form directions for managing youth participation in the labor market to improve social, educational, and youth policy.

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The youth labour market: From education to work before and after the global financial crisis

Cited by 6 publications

References 16 publications

Growing up in a never-ending crisis

Growing up in a never-ending crisis

Tele-Education under the COVID-19 Crisis: Asymmetries in Romanian Education

Social factors in the management of youth participation in the labor market in Asia: Justification of causal dependencies

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