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This article examines the experiences of youth transitioning from education to work, within the specific context of rural–urban migration in Nepal. This context is chosen as, compared to developed countries, experiences in developing ones have remained under-researched in the transition studies literature. The study is informed by a biographical research approach, using qualitative longitudinal life (hi)story methods, with a view to revealing local transition patterns and the life events influencing these. The study identifies four different patterns reflecting the education-to-work transitions of young rural–urban migrants in Nepal. These patterns encompass different pathways involving education, migration, work, and mandatory waiting periods. The analysis of these transition patterns highlights how migration for education and work from rural to urban settings, taken together with mandatory waiting periods, exerts key influence on the overall life trajectories of young rural–urban migrants in Nepal’s capital.

The online lifeworld gives adolescents various opportunities to meet their developmental needs. Not all young people benefit from these opportunities. They encounter negative experiences, have difficulties fulfilling their needs and engage in risky and harmful behaviours in the online lifeworld. This poses challenges for Dutch youth work professionals, as little is known about the digital lives of Dutch adolescents and the challenges they encounter when meeting their developmental needs in the online lifeworld. In this qualitative study, a photovoice method was used to collect screenshots from adolescents (N = 175) concerning their experiences and needs in the online lifeworld. Six types of developmental needs in the online lifeworld were distinguished. The article concludes that understanding how adolescents use online affordances to fulfil their developmental needs is a starting point for all youth work professionals in providing adequate support to adolescents in the online lifeworld.

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Conflicts all over the world result in people living in diaspora, usually maintaining strong ties with their countries of origin. As many of them are well educated and dedicated to their country, expectations of the role they can play in the development of their home country are high. This article reflects on the contribution of the South Sudanese diaspora to the reconstruction of the education system, which was badly affected by over 40 years of civil war. Theories of capacity development, human capabilities and transnationalism are used to build a framework to analyse micro-development projects in the education sector initiated by the South Sudanese diaspora. Case studies and in-depth interviews led to the identification of opportunities and challenges as experienced in these projects. The conclusion points to the need to rethink partnerships in the reconstruction of the education sector in South Sudan.