School-to-work transition: putting non-cognitive skills in context. The case of NEET and suggestions for policy

Ripamonti, Enrico

doi:10.1007/s10775-023-09635-6

Int J Educ Vocat Guidance

2023

DOI: 10.1007/s10775-023-09635-6

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School-to-work transition: putting non-cognitive skills in context. The case of NEET and suggestions for policy

Enrico Ripamonti

Abstract: NEETs represent a category at risk for social exclusion and may show poor non-cognitive skills. In this review we target this issue, taking the contemporary theory of skills formation as a theoretical framework. Intrapersonal agency and motivational components, including educational aspirations, goal attainability, and investing in active efforts are protective factors for a successful school-to-work transition. Having an internal locus of control may help teenagers but might not compensate for a low socioecon… Show more

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2024

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Cited by 2 publications

References 89 publications

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Even more discouraged? The NEET generation at the age of COVID-19

Aina,

Brunetti,

Mussida

et al. 2024

Applied Economics

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This paper evaluates if and to what extend the risk of becoming Not in Employment, Education orTraining (NEET) has worsened during the Covid-19 pandemic in Italy. The analysis is based on a unique dataset from the merging of two sample surveys, the Italian Labor Force Survey and the Institutional Quality Index dataset. We find that the probability of being NEET significantly increased during the pandemic, but heterogeneously between age cohorts and geographical areas.The most affected categories have been young people (aged 25-34) and those living in North-West regions. Females are mostly affected compared to males, especially those experiencing motherhood and living in a Southern province. Investment in education reduces the NEET status, mainly for age-group 25-34 in the South. Participation in the civil society significantly reduces the probability to being NEET. Finally, active policies conducted at regional level are a further educational investment that protect from becoming NEET, although their effectiveness is not significant in the Southern regions. We provide novel evidence to inform policymakers and help building evidencebased policies, tailored on local needs.

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Even more discouraged? The NEET generation at the age of COVID-19

Aina,

Brunetti,

Mussida

et al. 2024

Applied Economics

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An intervention model for developing self-directed learning skills in NEET-youth: a literature review

Kõiv,

Saks,

Gencel

et al. 2024

Front. Educ.

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In response to the growing need for self-directed learning (SDL) skills in a rapidly changing world, research was conducted to map interventions that support SDL skills, aiming to find a model for supporting SDL skills in NEET-youth. SDL competencies support continuous personal development and coping with change. There is a significant number of young people in society who do not participate in working life, education, or training (NEET-youth) and are characterized by a low level of education. Little has been done to support SDL skills interventions for them; however, bringing young people back to the education path is a crucial issue. This raises important questions about which supportive approach and tools are most beneficial for developing SDL skills in NEET-youth, and how best to implement them. This literature review is based on the analysis of 25 articles. The results of the study showed that SDL interventions have not been used for NEET-youth, and therefore, the new model was created. In the case of NEET-youth the SDL intervention should be seen as a non-formal learning process that combines various activities that enable self-reflection and real-life experiences for acquiring new positive learning experiences.

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School-to-work transition: putting non-cognitive skills in context. The case of NEET and suggestions for policy

Cited by 2 publications

References 89 publications

Even more discouraged? The NEET generation at the age of COVID-19

Even more discouraged? The NEET generation at the age of COVID-19

An intervention model for developing self-directed learning skills in NEET-youth: a literature review

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