Towards a learning identity: young people becoming learners after leaving school

Abstract

This article explores the development of learning identities among 51 young New Zealanders who left school with few or no qualifications. Most experienced a period of time after leaving school when they were not in education, employment or training (known as NEET). At the time of this research all had moved into a learning environment of some kind. The development of learning identities involved the explicit rejection of their former NEET identities and was facilitated by aspects of their current learning environment, particularly relationships with tutors and fellow students and styles of learning that differed from their school experiences. Within this context the young people were able to think about crafting future pathways into further education and employment. The article concludes with a discussion of current policy directions that attempt to reintegrate these young people into a school-like system, a process that may be unhelpful for them. IntroductionThe Education Employment Linkages (EEL) project is a five-year research project (2008-2012) exploring how transition support systems can best help young New Zealanders make good education employment linkages to benefit themselves, their communities, and the national economy (Dalziel et al. 2007). One strand of the project focuses on young people who have left school with few or no qualifications. The discussion below explores how a group of these young people moved from being outside education, employment or training (known as NEET) into learning environments in which they began to develop learning identities. Focussing particularly on these young people's own voices, it examines what they had to say about their capacity to develop education-employment linkages, and about forms of support (both individual and systemic) that facilitated this development. The article concludes with a discussion of recent policy developments in New Zealand aimed at assisting school-leavers who are regarded as being at risk of becoming NEET.

Formerly NEET Young People's Pathways to Work: A Case-Study Approach

“…Recent research into the experiences of young workers focuses on apprenticeships (Fuller & Unwin, 2010), jobs without training (Lawy et al, 2009;Maguire, 2010) and specific sectors -for example, Callaghan and Thompson (2002) on call centres and Lloyd (2008) on fitness instructors. There is also some research on advice and guidance for marginalised young people (Russell et al, 2010), and on employability programmes (Russell et al, 2011;Higgins, 2013;Smyth et al, 2013). Numerous business surveys highlight claims by employers of 'skills gaps', particularly 'soft skills' (Sissons & Jones, 2012, p. 21).…”

“…There is also some research on advice and guidance for marginalised young people (Russell et al, 2010), and on employability programmes (Russell et al, 2011;Higgins, 2013;Smyth et al, 2013). Numerous business surveys highlight claims by employers of 'skills gaps', particularly 'soft skills' (Sissons & Jones, 2012, p. 21).…”