Employability Pathways for Young Adults: Lived Experiences of Learners and Practitioners in Youth Guarantee Programmes

Autor/inn/en	Boeren, Ellen; Mackie, Alan; Riddell, Sheila
Titel	Employability Pathways for Young Adults: Lived Experiences of Learners and Practitioners in Youth Guarantee Programmes
Quelle	In: International Journal of Lifelong Education, 39 (2020) 1, S.119-131 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2020.1728405
Schlagwörter	Young Adults; Dropouts; Employment Potential; Intervention; Labor Market; Program Descriptions; Foreign Countries; Disadvantaged; Program Effectiveness; Job Training; Unemployment; Labor Force Nonparticipants; Individual Characteristics; Barriers; Educational Attainment; Europe + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Labour market; Arbeitsmarkt; Ausland; Berufsqualifizierender Bildungsgang; Arbeitslosigkeit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Bildungsabschluss; Bildungsgut; Europa
Abstract	Until today, thousands of young adults still dropout of school with no or low qualifications and experience difficulties in entering the labour market. The European Commission offers funding and opportunities for young adults to enter employability enhancing training, often organised under its flagship initiative 'The Youth Guarantee'. The aim of these programmes is to make young adults a work, training or educational offer within four months of their start into this initiative. In this paper, we critically explore the concept of employability and focus on the roles of both the young adults undergoing training interventions, but also of practitioners whose work is ideally embedded within the local context of the labour market and the economy. We were interested in the participation experiences by both groups to analyse the strengths and weaknesses of these programmes. Evidence from interviews demonstrated that learners and practitioners were generally satisfied with the interventions, although individualised support was preferred over group-based activities. Working with stakeholders was strongly recommended for this target group who tends to experience cumulative disadvantages. Long-term follow-up of participants' destinations will provide better evidence on the effectiveness of these programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01