Literaturnachweis - Detailanzeige
| Autor/in | Jacinto, Claudia |
|---|---|
| Titel | Politiques publiques de formation et d'emploi des jeunes en Argentine. Un bilan critique des années quatre-vingt-dix. Paralleltitel: Public policies in favour of the professional training and employment of the youth in Argentina. A critical assessment of the nineties. |
| Quelle | In: Perspectives documentaires en éducation, (2004) 61, S. 43-52 |
| Beigaben | Literaturangaben |
| Sprache | französisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0760-7972; 1148-4519 |
| Schlagwörter | Vergleich; Bildungsniveau; Neue Technologien; Bildungspolitik; Schule; Schulbesuch; Berufliche Integration; Ausbildungsplan; Ausbildungsprogramm; Abbruch; Benachteiligter Jugendlicher; Argentinien; Europa; Lateinamerika |
| Abstract | Confronted with the employment difficulties of their disadvantaged youth with a low educational level, the Argentinean government set up varied programmes in the nineties so as to improve their professional training and make their professional integration easier. These initiatives are inspired by the programmes set up in European countries during the last twenty years. But Argentina shows a lot of differences compared to European countries. First, the introduction of new computer and production technologies only affects the big firms; the non-registered work force reaches 50% of the working population; the unemployment rate reached 20% in 2001; and only 50% of the youth complete their secondary education. In such conditions, what effects can a professional training and employment programme have for the disadvantaged young? The article shows that the impact of these vocational training-programmes is insignificant because there is already a considerable number of young graduates from secondary schools in the waiting line. Nevertheless, for the young who attend these vocational training programs, their participation can be positive and they take these programs as an opportunity to have access to a job experience, different from the one they can get by themselves. The training is experienced as a social advancement "factor". But the most important weak point of these integration policies with "compensation aims", organized after incentives to tender to training centres, is that they have contributed neither to improve the vocational training system nor to set up a real continuing-education system. (DIPF/orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2006/5 |
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