Factors in educational exclusion: including the voice of the youth

Tarabini, Aina; Jacovkis, Judith; Montes, Alejandro

doi:10.1080/13676261.2017.1420765

Cited by 21 publications

(18 citation statements)

References 23 publications

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“…The young people's narratives demonstrated how quickly and easily their journeys through the levels of the educational system and in the labour market can be disrupted and reversed by adverse family events, bullying at school, or health problems. Our analysis confirmed the findings of other studies both in Bulgaria and other EU countries [36,58,59] that access to education was no longer a guarantee of its successful completion, and many students reported feeling excluded from meaningful and satisfactory educational experiences. Young people who left school early often could not find access to relevant programs of lifelong learning and fell into the trap of hopping from one informal and low-paying job to another without much or any social protection.…”

Section: Young People's Perspectives On the School-to-work Transitionsupporting

confidence: 89%

Striding on a Winding Road: Young People’s Transitions from Education to Work in Bulgaria

Kovacheva

Hristozova

2022

Societies

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The transition from education to work in the global economy is no longer a straightforward one-time move for young people. In Bulgaria, this change started with the transition from a centrally planned economy to a market economy in the 1990s and was accompanied by the arrival of high rates of early school leaving, youth unemployment, and a growing group of disengaged youths (NEETs). The European initiatives in support of youth labour market integration are translated locally, with a narrow focus on “employability” while neglecting the many educational, training, and social needs of young people. The analysis in this paper is informed by the theoretical framework of life course research. It starts with an elaboration of the recontextualisation of EU policies such as the Youth Guarantee in the local realities of socioeconomic structures using Eurostat and national data. Second, we present 4 case studies (selected out of a total of 42 in-depth interviews) of young adults aged 18–30 in order to highlight the ways in which young people’s individual agency filters and influences the institutional policies and practices regulating youth social integration. Our qualitative analysis reveals the multiplicity and diversity of youth journeys into work through the institutions and social structures and the inadequacy of the applied policy measures.

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Section: Young People's Perspectives On the School-to-work Transitionsupporting

confidence: 89%

Striding on a Winding Road: Young People’s Transitions from Education to Work in Bulgaria

Kovacheva

Hristozova

2022

Societies

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“…Por esta razón, se vuelve relevante prestar atención a las condiciones, procesos y formas bajo las cuales se da, internamente, la inclusión de los nuevos contingentes de estudiantes. Tal como señalan Tarabini et al (2018), la exclusión educativa también hace referencia a no ser reconocido como estudiante, no ser escuchado o tomado seriamente, ser ignorado o estigmatizado en clase, o sentirse completamente distante de las prácticas escolares y los conocimientos trasmitidos. Situaciones todas ellas que ocurren adentro, y no afuera, de la escuela, y que tienen que ver con la experiencia escolar misma.…”

Section: Pertenencia Y Subjetividad En El Espacio Escolarunclassified

“…En relación con cada uno de estos tres temas, distintos autores han identificado factores y prácticas que contribuirían a desarrollar un sentido de pertenencia. Por ejemplo, en torno a los docentes: la confianza y cercanía en la relación con sus alumnos, el estímulo y motivación que generen en los estudiantes, el acompañamiento académico y la contención socioemocional, o el trato igualitario que les provean (Fredricks et al, 2004;Johanson, 2009;Slaten et al, 2016;Tapia et al, 2010;Tarabini et al, 2018); en lo que respecta a los compañeros, la integración al grupo, la colaboración y la formación de relaciones de amistad (Kiefer et al, 2015;Delgado et al 2016). En referencia al entorno escolar se han identificado características de la escuela (como el tamaño de los grupos o la disponibilidad de actividades extracurriculares) y el clima escolar (como la claridad de las reglas o la participación de los estudiantes (Johanson, 2009;Fredricks et al, 2004).…”

Section: Pertenencia Y Subjetividad En El Espacio Escolarunclassified

Pertenencia escolar y subjetividad en adolescentes de sectores populares

Saraví

2022

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Este artículo analiza tensiones generadas en el proceso de inclusión de adolescentes provenientes de sectores desfavorecidos a la educación media superior. El análisis se focaliza en la relación entre la construcción de pertenencia y los procesos de subjetivación. El argumento principal del texto sostiene que estas tensiones están asociadas con la configuración en estos adolescentes de subjetividades divididas, resultante de una pertenencia escolar sustentada en la homogeneidad y el rechazo-devaluación de identidades juveniles subalternas. La metodología es de tipo cualitativo, y se basó en entrevistas semi-estructuradas (73) y grupos focales (5) con estudiantes de siete escuelas ubicadas en ciudades del centro (Ciudad de México), norte (Tijuana) y sur (Tuxtla) de México. Los resultados muestran una institución escolar con dificultades para contener la autenticidad y autoestima de los adolescentes más vulnerables, e invitan a reflexionar sobre las transformaciones pendientes para lograr una escuela más inclusiva que no abandone sus pretensiones transformadoras.

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“…Early school leavers feel isolated, devaluated, blamed and have a feeling of not belonging to the school system. These feelings increase the chances of early school leaving as shown in a Spanish case study (see Tarabini et al, 2018). One of the aims of the government is to have more youth in education after the compulsory education period and to promote greater access of youth to vocational training courses (formación profesional) in order to widen their employability in the future.…”

Section: General Contextualizationmentioning

confidence: 99%

National reports 2009-2019 - Rural NEET across Europe (14 countries reports)

2020

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This report outlines in detail the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Bosnia and Herzegovina. To do this, the report utilised indicators of: you-th population; youth employment and unemployment; education; and, NEETs distribution. The characterisation of all indicators adopted the degree of urbanisation as a central cri-terion, enabling proportional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail. The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from ILOSTAT explorer public datasets.The analyses show that between 2009 and 2019 youth population in both rural and urban areas decreased. In general, a strong decline in youth population was observed within all categories, with the most significant decrease within the age group 25-29 (21.57%) and 15-19 (20.35%). Youth employment has tended to decrease overall, and the decrease is stron-ger within rural regions. Interestingly, youth unemployment has also tended to decrease, and a significantly higher share of unemployed youth is from rural regions. A somewhat similar trend is observed in the field of education where the number of those enrolled significantly decreased during the observed period for all education levels in Bosnia and Herzegovina. The ESLET rate tended to decrease, while the proportion of the female po-pulation tends to have higher ESLET levels compared to the male population. However, the ESLET rate is still below the 10% target defined by the Europe 2020 strategy. Finally, the proportion of NEETs in Bosnia and Herzegovina is higher in rural areas, while in general the tendency has been for it to decrease during the observed period.

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Factors in educational exclusion: including the voice of the youth

Cited by 21 publications

References 23 publications

Striding on a Winding Road: Young People’s Transitions from Education to Work in Bulgaria

Striding on a Winding Road: Young People’s Transitions from Education to Work in Bulgaria

Pertenencia escolar y subjetividad en adolescentes de sectores populares

National reports 2009-2019 - Rural NEET across Europe (14 countries reports)

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