Pub Date : 2022-09-27DOI: 10.1080/13639080.2022.2126968
Fabienne Kiener, A. Gnehm, S. Clematide, U. Backes-Gellner
ABSTRACT We use vocational training curricula to investigate how IT skills are trained within broader skills packages and how these relate to labour market outcomes. Skills packages are the typical combinations of IT skills (e.g., CNC) and technical or nontechnical skills (e.g., material sciences or work safety) that are jointly required in the real world and occur in training curricula. This broadened perspective of teaching IT skills offers new insights into how digital skills can be successfully integrated into future education and training programmes. We use legally binding vocational education and training (VET) curricula of dual apprenticeship training in Switzerland. We apply natural language processing methods to analyse the extensive curriculum texts, which meticulously define the skills that have to be taught. We identify four typical skills packages, each of which are centred around one of four different types of IT skill (CNC/CAD, control technologies, system technologies, IT-applications). Our empirical analyses show that VET graduates trained in these skills packages receive positive labour market outcomes compared to VET graduates without these skills packages. Moreover, we find that the positive outcomes are not just driven by differences in cognitive skill requirements of the respective occupations.
{"title":"IT skills in vocational training curricula and labour market outcomes","authors":"Fabienne Kiener, A. Gnehm, S. Clematide, U. Backes-Gellner","doi":"10.1080/13639080.2022.2126968","DOIUrl":"https://doi.org/10.1080/13639080.2022.2126968","url":null,"abstract":"ABSTRACT We use vocational training curricula to investigate how IT skills are trained within broader skills packages and how these relate to labour market outcomes. Skills packages are the typical combinations of IT skills (e.g., CNC) and technical or nontechnical skills (e.g., material sciences or work safety) that are jointly required in the real world and occur in training curricula. This broadened perspective of teaching IT skills offers new insights into how digital skills can be successfully integrated into future education and training programmes. We use legally binding vocational education and training (VET) curricula of dual apprenticeship training in Switzerland. We apply natural language processing methods to analyse the extensive curriculum texts, which meticulously define the skills that have to be taught. We identify four typical skills packages, each of which are centred around one of four different types of IT skill (CNC/CAD, control technologies, system technologies, IT-applications). Our empirical analyses show that VET graduates trained in these skills packages receive positive labour market outcomes compared to VET graduates without these skills packages. Moreover, we find that the positive outcomes are not just driven by differences in cognitive skill requirements of the respective occupations.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"614 - 640"},"PeriodicalIF":1.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45183031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-27DOI: 10.1080/13639080.2022.2126966
V. Rudakov, Hugo Figueiredo, Pedro Teixeira, S. Roshchin
ABSTRACT The study is devoted to the evaluation of the determinants of job-education mismatches and their impact on salaries of university graduates. We use a comprehensive and nationally representative survey of Russian university graduates. The study employs a self-evaluated measure of mismatch and a statistical variant for robustness and interpretation purposes. We find that one-third of the graduates in Russia are horizontally mismatched, and that the share of mismatched graduates in Russia is higher than the average in OECD countries. Graduates from fields that generate more general human capital, or where low pay is common, are more likely to be mismatched. On the contrary, graduates in Medicine, which is a more specialised field, are more likely to be matched. We find that mismatches negatively affect the earnings of university graduates and, the higher is the degree of mismatch, the higher is the penalty for the mismatch. The study depicts that mismatch is penalised in the majority of fields except for low-paid ones.
{"title":"Horizontal job-education mismatches and earnings of university graduates in Russia","authors":"V. Rudakov, Hugo Figueiredo, Pedro Teixeira, S. Roshchin","doi":"10.1080/13639080.2022.2126966","DOIUrl":"https://doi.org/10.1080/13639080.2022.2126966","url":null,"abstract":"ABSTRACT The study is devoted to the evaluation of the determinants of job-education mismatches and their impact on salaries of university graduates. We use a comprehensive and nationally representative survey of Russian university graduates. The study employs a self-evaluated measure of mismatch and a statistical variant for robustness and interpretation purposes. We find that one-third of the graduates in Russia are horizontally mismatched, and that the share of mismatched graduates in Russia is higher than the average in OECD countries. Graduates from fields that generate more general human capital, or where low pay is common, are more likely to be mismatched. On the contrary, graduates in Medicine, which is a more specialised field, are more likely to be matched. We find that mismatches negatively affect the earnings of university graduates and, the higher is the degree of mismatch, the higher is the penalty for the mismatch. The study depicts that mismatch is penalised in the majority of fields except for low-paid ones.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"680 - 699"},"PeriodicalIF":1.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47987135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-27DOI: 10.1080/13639080.2022.2128187
R. Pater, Herman Cherniaiev, Marcin Kozak
ABSTRACT We analyse labour demand and mismatch for educational traits in information and communication technology (ICT) occupations, taking into account the areas of education, occupations and skills in demand, and the supply of labour. We based our analysis on almost 40 million online job offers and a CAWI survey of people aged 18–65 in Poland. The analysis uses official classifications, and considers both job-related and transversal skills. To analyse an objective measure of mismatch, we compare job requirements stated in job offers to the declared characteristics of potential labour supply, and present demand and mismatch for skills across occupations. We also model a declared educational mismatch and its determinants, including educational profiles of surveyed participants. In order to further investigate the mismatches in ICT fields of education, occupations and skills, we compare them with the mismatches in other occupational groups. The analysis concludes with direct educational policy recommendations, including the Sectoral Qualifications Framework for ICT occupations in Poland. Our approach shows the complete educational characteristics of skill demands and skill mismatches.
{"title":"A dream job? Skill demand and skill mismatch in ICT","authors":"R. Pater, Herman Cherniaiev, Marcin Kozak","doi":"10.1080/13639080.2022.2128187","DOIUrl":"https://doi.org/10.1080/13639080.2022.2128187","url":null,"abstract":"ABSTRACT We analyse labour demand and mismatch for educational traits in information and communication technology (ICT) occupations, taking into account the areas of education, occupations and skills in demand, and the supply of labour. We based our analysis on almost 40 million online job offers and a CAWI survey of people aged 18–65 in Poland. The analysis uses official classifications, and considers both job-related and transversal skills. To analyse an objective measure of mismatch, we compare job requirements stated in job offers to the declared characteristics of potential labour supply, and present demand and mismatch for skills across occupations. We also model a declared educational mismatch and its determinants, including educational profiles of surveyed participants. In order to further investigate the mismatches in ICT fields of education, occupations and skills, we compare them with the mismatches in other occupational groups. The analysis concludes with direct educational policy recommendations, including the Sectoral Qualifications Framework for ICT occupations in Poland. Our approach shows the complete educational characteristics of skill demands and skill mismatches.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"641 - 665"},"PeriodicalIF":1.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42712997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-26DOI: 10.1080/13639080.2022.2128185
Angie L. Miller, Paula Alvarez Huerta
ABSTRACT Previous research suggests that creativity training is effective in academic settings, and that creative skills are increasingly important for success within unconventional careers such as self-employment or starting a business. This study extends research on creativity and entrepreneurial training in higher education, using data from the National Survey of Student Engagement (NSSE). Responses from over 64,000 seniors at 274 different U.S. colleges and universities were used to explore whether exposure to creative coursework and confidence in creative thinking skills can predict future entrepreneurial career plans. The results of binary logistic regression models suggest that creative coursework and confidence in creative ability are significant positive predictors of future plans for self-employment and starting a business, even after controlling for demographic and institutional characteristics. These findings can help to enrich educational experiences within higher education, informing curricular enhancements and career advising for students across all disciplines.
{"title":"Connecting creativity, confidence, and unconventional career plans","authors":"Angie L. Miller, Paula Alvarez Huerta","doi":"10.1080/13639080.2022.2128185","DOIUrl":"https://doi.org/10.1080/13639080.2022.2128185","url":null,"abstract":"ABSTRACT Previous research suggests that creativity training is effective in academic settings, and that creative skills are increasingly important for success within unconventional careers such as self-employment or starting a business. This study extends research on creativity and entrepreneurial training in higher education, using data from the National Survey of Student Engagement (NSSE). Responses from over 64,000 seniors at 274 different U.S. colleges and universities were used to explore whether exposure to creative coursework and confidence in creative thinking skills can predict future entrepreneurial career plans. The results of binary logistic regression models suggest that creative coursework and confidence in creative ability are significant positive predictors of future plans for self-employment and starting a business, even after controlling for demographic and institutional characteristics. These findings can help to enrich educational experiences within higher education, informing curricular enhancements and career advising for students across all disciplines.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"766 - 781"},"PeriodicalIF":1.4,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44696901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-24DOI: 10.1080/13639080.2022.2128186
Jacqueline Muhawenayo, O. Habimana, A. Heshmati
ABSTRACT This paper investigates the extent to which proficiency in English and French as a form of human capital individually determine earnings in Rwanda’s labour market and whether it still pays to be bilingual. Using data from the nationally representative Labour Force Survey conducted in 2018, our findings show that after controlling for other human capital and demographic factors, proficiency in both languages is positively rewarded. However, economic returns for proficiency in English language are higher than those for French proficiency and this gap widens from the median to the upper tail of the earnings distribution. Further, in the last two deciles of the earnings distribution, returns to English proficiency surpass returns to bilingual proficiency. A key finding of our study is that proficiency in English is highly rewarded while being bilingual in English and French pays but not in the upper 20% of the earnings distribution. The observed high returns to English language proficiency are likely the outcomes of the language reforms that have been implemented in the country and, most importantly, reflect the history of post-genocide Rwanda. English has become the language of business, government and education, and this trend is likely to continue.
{"title":"Foreign language skills and labour market earnings in Rwanda","authors":"Jacqueline Muhawenayo, O. Habimana, A. Heshmati","doi":"10.1080/13639080.2022.2128186","DOIUrl":"https://doi.org/10.1080/13639080.2022.2128186","url":null,"abstract":"ABSTRACT This paper investigates the extent to which proficiency in English and French as a form of human capital individually determine earnings in Rwanda’s labour market and whether it still pays to be bilingual. Using data from the nationally representative Labour Force Survey conducted in 2018, our findings show that after controlling for other human capital and demographic factors, proficiency in both languages is positively rewarded. However, economic returns for proficiency in English language are higher than those for French proficiency and this gap widens from the median to the upper tail of the earnings distribution. Further, in the last two deciles of the earnings distribution, returns to English proficiency surpass returns to bilingual proficiency. A key finding of our study is that proficiency in English is highly rewarded while being bilingual in English and French pays but not in the upper 20% of the earnings distribution. The observed high returns to English language proficiency are likely the outcomes of the language reforms that have been implemented in the country and, most importantly, reflect the history of post-genocide Rwanda. English has become the language of business, government and education, and this trend is likely to continue.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"719 - 734"},"PeriodicalIF":1.4,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44267901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-23DOI: 10.1080/13639080.2022.2128188
Wolfgang Lehmann
ABSTRACT The transition from university to the graduate labour market has become increasingly competitive. As university degrees no longer offer a guarantee for success, graduates mobilise other forms of capital to gain a competitive advantage. First-in-family and working-class students are seen to be disadvantaged as they lack access to the types of economic, social and personal capital employers prefer. This article is based on a qualitative longitudinal study of first-in-family, working-class students in Canada. Starting university in 2005 with very high ambitions and goals for substantial mobility, I will show how most gradually revised these goals over the 16 years they have been followed in the study, and how they engaged in a range of strategies to negotiate their potential working-class disadvantages to find career success. They further evoked a broader notion of mobility beyond career achievement, in that they also discussed personal/intellectual growth through education, their ability to develop and accumulate middle-class cultural capital, while not abandoning their working-class roots, and the importance of stability over status.
{"title":"Mobility and stability: post-graduate employment experiences of working-class students","authors":"Wolfgang Lehmann","doi":"10.1080/13639080.2022.2128188","DOIUrl":"https://doi.org/10.1080/13639080.2022.2128188","url":null,"abstract":"ABSTRACT The transition from university to the graduate labour market has become increasingly competitive. As university degrees no longer offer a guarantee for success, graduates mobilise other forms of capital to gain a competitive advantage. First-in-family and working-class students are seen to be disadvantaged as they lack access to the types of economic, social and personal capital employers prefer. This article is based on a qualitative longitudinal study of first-in-family, working-class students in Canada. Starting university in 2005 with very high ambitions and goals for substantial mobility, I will show how most gradually revised these goals over the 16 years they have been followed in the study, and how they engaged in a range of strategies to negotiate their potential working-class disadvantages to find career success. They further evoked a broader notion of mobility beyond career achievement, in that they also discussed personal/intellectual growth through education, their ability to develop and accumulate middle-class cultural capital, while not abandoning their working-class roots, and the importance of stability over status.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"36 1","pages":"79 - 93"},"PeriodicalIF":1.4,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47164157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-23DOI: 10.1080/13639080.2022.2126970
F. Tolesh
ABSTRACT Using mixed methods research approach, this study explores the employment experiences of the Kazakhstani graduates with international human capital in the domestic labour market. Human and social capital theories and Spence’s signalling theory are utilised to explain and consider how investment into and internationalisation of those capitals and signalling attributes contribute to the graduates’ after-return labour market participation scenarios. The findings indicate that international education significantly improves graduate employability and widens opportunities. However, the limited options and capacity of the local labour market as well as the attitudinal differences between the Soviet era senior administration and foreign-educated graduates represent serious challenges.
{"title":"International human capital in the local labour market: experiences of the foreign-educated Kazakhstani graduates","authors":"F. Tolesh","doi":"10.1080/13639080.2022.2126970","DOIUrl":"https://doi.org/10.1080/13639080.2022.2126970","url":null,"abstract":"ABSTRACT Using mixed methods research approach, this study explores the employment experiences of the Kazakhstani graduates with international human capital in the domestic labour market. Human and social capital theories and Spence’s signalling theory are utilised to explain and consider how investment into and internationalisation of those capitals and signalling attributes contribute to the graduates’ after-return labour market participation scenarios. The findings indicate that international education significantly improves graduate employability and widens opportunities. However, the limited options and capacity of the local labour market as well as the attitudinal differences between the Soviet era senior administration and foreign-educated graduates represent serious challenges.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"700 - 718"},"PeriodicalIF":1.4,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45239983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-23DOI: 10.1080/13639080.2022.2126972
D. Whittard, H. Drew, F. Ritchie
ABSTRACT The student workforce plays a substantial part in several low-paying industries such as retail and hospitality, and this has grown over time. However, there has been little recent research. The usual assumption is that students compete successfully with the local labour force for low-skill, part-time jobs, but there is little evidence for this. Using results from twelve employer interviews located in two cities in the United Kingdom (Bristol and Cardiff), we reconsider employers’ perspectives on taking on students. We find that, rather than seeing the labour market as an undistinguished mass of ‘arms and legs’, employers are well aware of the pros and cons of employing students, and use this information to build flexible workforces which complement the local non-student labour supply. This fits into the well documented model of the ‘core’ and ‘periphery’ workforces. We do find evidence of indirect competition, through changes in the way jobs are advertised and filled. We also note the growth in managers who have themselves worked as students may be changing the ‘frame of reference’ of those managers, further shifting the demand for student workers in the long term.
{"title":"Not just arms and legs: employer perspectives on student workers","authors":"D. Whittard, H. Drew, F. Ritchie","doi":"10.1080/13639080.2022.2126972","DOIUrl":"https://doi.org/10.1080/13639080.2022.2126972","url":null,"abstract":"ABSTRACT The student workforce plays a substantial part in several low-paying industries such as retail and hospitality, and this has grown over time. However, there has been little recent research. The usual assumption is that students compete successfully with the local labour force for low-skill, part-time jobs, but there is little evidence for this. Using results from twelve employer interviews located in two cities in the United Kingdom (Bristol and Cardiff), we reconsider employers’ perspectives on taking on students. We find that, rather than seeing the labour market as an undistinguished mass of ‘arms and legs’, employers are well aware of the pros and cons of employing students, and use this information to build flexible workforces which complement the local non-student labour supply. This fits into the well documented model of the ‘core’ and ‘periphery’ workforces. We do find evidence of indirect competition, through changes in the way jobs are advertised and filled. We also note the growth in managers who have themselves worked as students may be changing the ‘frame of reference’ of those managers, further shifting the demand for student workers in the long term.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"751 - 765"},"PeriodicalIF":1.4,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44018683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-22DOI: 10.1080/13639080.2022.2126967
P. Creed, Michelle Hood, A. Bialocerkowski, M. Machin, P. Brough, Louella Bagley, Sonya Winterbotham, Lindsay Eastgate
ABSTRACT We examined how mature-aged, non-traditional students (studying part-time, working full-time) managed their multiple roles by testing a serial, indirect effects model, in which student role congruence (i.e., extent to which students structure role boundaries to meet their own and others’ preferences) was related to study engagement, and where work-study conflict/facilitation and exhaustion, in sequence, were underlying mechanisms that explained this relationship. We also untangled congruence between different role boundaries (i.e., work, study, family, leisure) to assess which were more important to facilitate engagement. We found, (N = 211; M = 37 years; 65% women), study engagement was predicted by study (direct and indirect) and leisure congruence (indirect), but not work and family congruence, with these relationships explained by reduced conflict (not facilitation) and, in turn, less exhaustion. The study suggests that how students manage their multiple role boundaries is important as this potentially affects their study engagement.
{"title":"Role congruence and study engagement in mature-age students: a serial indirect effects model","authors":"P. Creed, Michelle Hood, A. Bialocerkowski, M. Machin, P. Brough, Louella Bagley, Sonya Winterbotham, Lindsay Eastgate","doi":"10.1080/13639080.2022.2126967","DOIUrl":"https://doi.org/10.1080/13639080.2022.2126967","url":null,"abstract":"ABSTRACT We examined how mature-aged, non-traditional students (studying part-time, working full-time) managed their multiple roles by testing a serial, indirect effects model, in which student role congruence (i.e., extent to which students structure role boundaries to meet their own and others’ preferences) was related to study engagement, and where work-study conflict/facilitation and exhaustion, in sequence, were underlying mechanisms that explained this relationship. We also untangled congruence between different role boundaries (i.e., work, study, family, leisure) to assess which were more important to facilitate engagement. We found, (N = 211; M = 37 years; 65% women), study engagement was predicted by study (direct and indirect) and leisure congruence (indirect), but not work and family congruence, with these relationships explained by reduced conflict (not facilitation) and, in turn, less exhaustion. The study suggests that how students manage their multiple role boundaries is important as this potentially affects their study engagement.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"735 - 750"},"PeriodicalIF":1.4,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45545851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-21DOI: 10.1080/13639080.2022.2126971
Claire Paterson-Young, S. Denny
ABSTRACT In the United Kingdom, the number of young people (16 to 24 years-old) not in education, employment or training (NEET) was estimated to be c.763,000 in October to December 2019. The purpose of this paper is to explore the experiences of NEET young people attending alternative education provisions that focus on physical and mental health in promoting positive outcomes. Semi-structured interviews with young people (n = 18), parents (n = 10), and staff (n = 8), analysed using Constant Comparative Method, were conducted in an alternative education provision in England and Wales. Analysis led to the identification of themes around motivation, empowerment, and confidence. The findings illustrate that young people in alternative education provisions benefit from an approach that placed health, well-being and confidence building at their core. This paper outlines the implications for policy-makers and practitioners in designing alternative education provisions with physical activity as part of the core curriculum.
{"title":"A critical study of alternative education provisions for young people aged 16 to 24 years in the United Kingdom","authors":"Claire Paterson-Young, S. Denny","doi":"10.1080/13639080.2022.2126971","DOIUrl":"https://doi.org/10.1080/13639080.2022.2126971","url":null,"abstract":"ABSTRACT In the United Kingdom, the number of young people (16 to 24 years-old) not in education, employment or training (NEET) was estimated to be c.763,000 in October to December 2019. The purpose of this paper is to explore the experiences of NEET young people attending alternative education provisions that focus on physical and mental health in promoting positive outcomes. Semi-structured interviews with young people (n = 18), parents (n = 10), and staff (n = 8), analysed using Constant Comparative Method, were conducted in an alternative education provision in England and Wales. Analysis led to the identification of themes around motivation, empowerment, and confidence. The findings illustrate that young people in alternative education provisions benefit from an approach that placed health, well-being and confidence building at their core. This paper outlines the implications for policy-makers and practitioners in designing alternative education provisions with physical activity as part of the core curriculum.","PeriodicalId":47445,"journal":{"name":"Journal of Education and Work","volume":"35 1","pages":"666 - 679"},"PeriodicalIF":1.4,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42815726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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