Abstract
This chapter introduces the nine case studies, the common question framework used and the different methodologies adopted. The aim of the case studies is to examine the transitions of disadvantaged young people from compulsory school to further education, from education/vocational training to the labour market and from being unemployed/outside the labour market into employment. They also look at examples of education and employability programmes that may support young people in these transitions in order help us understand the trajectories from school to work from a capability approach.
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Notes
- 1.
The Experimental Fund for Youth (Fonds d’Expérimentation Jeunesse) was set up by the Sarkozy government to fund local experimentations towards youngsters at risk.
- 2.
The beginning of the project in Aquitaine is related to a fact-finding mission conducted in Québec in 2006.
- 3.
Ministry of education, Circulaire n° 2011–2028 du 9-2-2011 Lutte contre le décrochage scolaire.
- 4.
Thus, preventing for stigmatisation as a reason for non-take-up.
- 5.
A short movie presenting Montravel’s upper secondary school practices has been realised by our team and can be seen at: https://www.youtube.com/watch?v=QIxnU8LWKes.
- 6.
In France, the ‘allocation process’ resulting in such enrollments consist in matching teacher’s decisions and available slots within each school. First, decisions reached in ‘conseils de classe’ (instances gathering teachers, heads of school, pupils and family delegates) can go against the wishes formulated by pupils. Second, the classes asked for can be unavailable (popular classes, bad track record or both). The administration will then offer a slot in classes where there are still open slots.
- 7.
- 8.
By this, we mean the mix composed of the teaching institution, the educational curriculum and the targeted diploma.
- 9.
When the FORJAD programme was launched, more than 70 % of the social assistance recipients between 18 and 25 years old had not completed or even started a vocational training (Von Muralt and Spagnolo 2007).
- 10.
Among them, 18 were engaged in so-called social integration measures that are the preparatory stage of the FORJAD programme, and 14 were involved in FORJAD itself. Interviews with the former are referenced as M in this chapter, while interviews with the latter are designated with the letter F.
- 11.
In Switzerland, vocational training plays a major role in the transition processes from school to the labour market. About two thirds of young people take part in the dual system of apprenticeship.
- 12.
Source: SCRIS, Portrait du canton et comparaisons avec la Suisse, www.scris.vd.ch/Default.aspx?DomId=178.
- 13.
Computer-Assisted Qualitative-Assisted Software
- 14.
The research was conducted in 2011. Twenty in-depth interviews were carried out with individuals representing various organisations (e.g. the school, the company, local authorities) and with students. In addition, the programme documents were analysed.
- 15.
After the completion of our research students’ lack of awareness that “certificates matter” was confirmed by the fact that few had taken the first vocation exam. The frequency was higher next year, when they realised that they could not be employed as power engineering technicians without it (also the passing rate improved an reached approximately 80 %).
- 16.
Nine of the former students are currently working in a power plant as power engineering technicians. Two are studying power engineering at Technical University.
- 17.
All WorkAble teams worked with professional film crew to prepare short movies about the educational programmes they were researching.
- 18.
- 19.
The interview partners are anonymised, the audio recording of the interviews have been transcribed, line numbered and translated into English by the authors; interviewers’ interjections are shown in brackets.
- 20.
The ‘Geva-test’ is a standardised instrument for testing vocational aspirations and skills.
- 21.
The Swedish National Agency for Higher Education, which is the authority assigned to review the quality of higher education, annually investigates the rate of labour market establishment associated with different educations. Graduates who completed their education between 3 and 4 years previous the time for each investigation constitute the sample.
- 22.
The Audit Office does not explicitly define employability, but state that enhanced employability through better development and career opportunities on the labour market are probably important motives behind people’s choice to apply for higher education.
- 23.
The analyses referred to do not distinguish between general programmes and exams composed by single courses, probably because the establishment of general programmes is a quite recent trend.
- 24.
Interviews with three employers, one union representative and one official at the employment office were conducted by Karin Berg as a part of her report “The labour market of Sociologist – conditions and conceptions” (2011), internal document; department of Sociology and Work Science, Gothenburg University.
- 25.
The understanding of lifelong learning and the differentiation between formal, non-formal and informal education can be found in communication from the EU Commission on ‘[m]aking a European Area of Lifelong Learning a Reality’ (COM (2001) 678) where the ‘Member States will be encouraged to provide the legal framework to implement more widely the identification, assessment and recognition of non-formal and informal learning’ (ibid.: 17). The three terms are defined as: (1) Formal learning – ‘Learning typically provided by an education or training institution, structured (in terms of learning objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learner’s perspective’ (ibid.: 32); (2) Non-formal learning – ‘Learning that is not provided by an education or training institution and typically does not lead to certification. It is, however, structured (in terms of learning objectives, learning time or learning support). Non-formal learning is intentional from the learner’s perspective.’ (ibid.: 33); (3) Informal learning – ‘Learning resulting from daily life activities related to work, family or leisure. It is not structured (in terms of learning objectives, learning time or learning support) and typically does not lead to certification. Informal learning may be intentional but in most cases it is non-intentional (or ‘incidental’/random)’ (ibid.: 32). For a more comprehensive discussion and literature review on the these three types of learning, see Colley et al. (2002) and Hodkinson et al. (2003).
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Bilfulco, L. et al. (2015). Capabilities for Voice, Work and Education: Critical Analysis of Programmes for Disadvantaged Young People in Europe. In: Otto, HU., et al. Facing Trajectories from School to Work. Technical and Vocational Education and Training: Issues, Concerns and Prospects, vol 20. Springer, Cham. https://doi.org/10.1007/978-3-319-11436-1_11
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