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4. To enhance better understanding of what contextual factors in the work place and at the university seem crucial in influencing the students. 5. To discern a ”European dimension” – as regards the relationship between higher learning and professional work. Further Information The full title of the project is “Students as "Journeymen" between communities of Higher Education and Work”. The project started in September 2001. The final report is due in September 2004. Key Publications An international comparison of Freshmen and Senior Students, Project “Students as journeymen between communities of Higher Education and Work”, European Commission contract HPSE CT-2001-00068, June 2003. Freshmen Students on Education and Work. National analyses, Project “Students as Journeymen between communities of Higher education and work”, European Commission contract HPSE 2001-00068, December 2002. Higher Education and Working Life: A state of the art report, Project “Students as Journeymen between communities of Higher education and work”, European Commission contract HPSE CT 2001-00068, November 2002. National comparison of Freshmen and Senior Students, Project “Students as Journeymen between communities of Higher education and work”, European Commission contract HPSE CT 2001-00068, April 2003. 152
Briefing Paper 51 Research Institutions: IRIS, Institute for Regional Innovation, Tübingen, Germany Deutsches Jugendinstitut München, Germany AREA, Asociacion Regional y Europea de Analisis, Valencia, Spain University of Leiden, Faculty of Social and Educational Sciences, Netherlands National Agency for Supporting Youth Initiatives, Bucharest, Romania University of Copenhagen, Department of Psychology, Denmark University of Lisbon, Institute of Social Sciences, Portugal University of Ulster, School of Policy Studies, United Kingdom National University of Cork, Department of Applied Social Sciences, Ireland University of Bologna, Department of Educational Sciences, Italy Dresden University of Technology, Centre for Social Work. Social Pedagogy and Welfare Studies, Germany Contact Person Dr. Andreas Walther IRIS, Institute for Regional Innovation and Social Research Fürststraße 3 D-72072 Tübingen Germany Tel: +49-7071-795.20.61 Fax: +49-7071-795.20.77 Andreas.Walther@iris-egris.de This project has been funded by DG- Research under the Key Action “Improving the Socio-Economic Knowledge Base” of FP5 Active Participation and Informal Learning in Young People’s Transitions to the Labour Market Context of the Research Many young people move from formal education into work by actively choosing what they wish to do in the labour market. However, for some, especially those with poor qualifications, their active participation in choosing their pathway is rather more limited and can result in a lack of motivation and disengagement. Their transition often involves them being channelled into training schemes, neglecting individual aspirations and failing to address individual strengths that do not directly correspond to formal qualifications. This project focuses upon young people's active participation in their transition to the labour market by comparing disengaged young people with “risk biographies” to those with “choice biographies”. In addition, it also considers the impact of both formal and informal learning on this transition process by analysing policies for young people in transition, that involve active participation and recognition of informal learning. Using the case studies from different regions the project aims to assess whether these policies are successful at enhancing motivation for active re-engagement in transitions to work compared to existing conventional schemes. Specific consideration is being given to the impact of strengthening the role of local youth policies within national transition systems. The research is taking place in nine European countries - Denmark, Germany, Ireland, Italy, Netherlands, Portugal, Romania, Spain and the UK. Initial Conclusions 1. Getting the active involvement of young people does not form a key part of existing transition policies. • Disadvantaged young people are seen as having “individual deficits” that need to be rectified rather than they being entitled to subjectively choose a meaningful career. • Compared to other parts of Europe, the Scandinavian countries seem to provide the most scope for active participation by providing choice at different levels. The orientation towards individual development of young people tends to be more important than direct entry into the labour market. Individual counselling is focused on enhancing intrinsic motivation. Participation in education and training is rewarded by financial allowances. 2. Young people across Europe and at different levels of education share a high distrust of formal education and employment related services such as vocational guidance. • They consider that they are not treated as individuals and are critical of being subjected to curricula and procedures that do not enhance their life prospects. • If available, they prefer informal rather than formal support. • But this does also reproduce social inequality. Those without formal qualifications and family support strategically increase their “resources” through informal learning and support. However, often they do not get the necessary recognition for their informal skills. Their social networks can be supportive, but also increase exclusion due to the lack of connections to other social systems. 153
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REPORT EUR 20791 European Union-sup
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2003 EUROPEAN COMMISSION European U
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Table of Contents Foreword ……
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Notes from the editor This report i
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Briefing Paper 1 Research Instituti
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4. Other incentives to improve mobi
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4. However, the push to make work e
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Key Publications Gornitzka, “Gove
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7. Despite strong resistance from e
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10. There needs to be encouragement
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The full title of the project is: E
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2. Some employers and politicians a
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Briefing Paper 11 Research Institut
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• A greater understanding of the
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The Final Report and results of thi
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9. Policy needs to provide opportun
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• The levels of teachers’ inter
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4. Strengthening the educational re
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Key Recommendations The project mad
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National Policy Recommendations 1.
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Key Recommendations The following r
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Key Recommendations The following r
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8. Lifelong Learning is still seen
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Key Recommendations Specific recomm
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Tikkanen, T., Teknologian muutos ty
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• Moving from training-based deve
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This project is now being taken for
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13. Some of the enterprises have ha
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Key Recommendations 1. Efforts shou
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10. Although, it has been found tha
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4. Separate analysis of the wage di
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Denny & Harmon, The impact of educa
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10. In addition, important learning
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Page 147 and 148: Further information The final repor
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Page 159 and 160: Further Information The full title
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Page 163 and 164: 18. Gender audits and relevant acti
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