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1 – 10 of over 5000Vidmantas Tūtlys, Ilze Buligina, Juris Dzelme, Genutė Gedvilienė, Krista Loogma, Biruta Sloka, Tarja Irene Tikkanen, Ginta Tora, Lina Vaitkutė, Terje Valjataga and Meril Ümarik
The paper seeks to disclose the features and implications of the neoliberal VET and employment policy agendas for the social and institutional VET ecosystems and the integration…
Abstract
Purpose
The paper seeks to disclose the features and implications of the neoliberal VET and employment policy agendas for the social and institutional VET ecosystems and the integration of at-risk youth in the labour market in the Baltic countries.
Design/methodology/approach
The research is based on the comparative policy analysis approach with reference to the theories of social and skill formation ecosystems and the historical institutionalism perspective.
Findings
The research has revealed three interconnected and alternately/simultaneously applied development pathways in the skill formation and vocational education of at-risk youth in the Baltic countries: (1) the market-oriented approach based on fostering immediate employability based on the momentary skills needs in the economy; (2) the state-assistance approach based on ensuring equal access to the VET and employment services by the state and (3) the approach of systemic support to socially disadvantaged or at-risk young people in developing their capabilities.
Originality/value
The originality of the paper lies in a new, holistic and comparative perspective in analysing the implications of the “Baltic neoliberalism” for the development of skill formation systems, VET and employment of at-risk youth in this region.
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Timothy Stablein and Steven H. Jacobs
Purpose – In this chapter, we address the ambiguous nature of parental consent requirement decisions for the purpose of conducting minimal risk research of at-risk youth…
Abstract
Purpose – In this chapter, we address the ambiguous nature of parental consent requirement decisions for the purpose of conducting minimal risk research of at-risk youth.
Methodology/approach – We evaluate current guidelines, which are used to determine the appropriateness of parental consent waivers, review related literature, and offer a case study to understand some of the resulting dilemmas that arise when seeking approval and researching youth in potentially abusive and neglectful situations.
Findings – We offer the researcher, practitioner, ethics committee, and policy maker new strategies to aid in the determination and application of parental consent waivers for minimal risk research participation among at-risk youth populations.
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Drawing from ethnographic work among Haitian street youth and domestic workers, this chapter explores potential new directions for the ethnographic study of youth in difficult…
Abstract
Drawing from ethnographic work among Haitian street youth and domestic workers, this chapter explores potential new directions for the ethnographic study of youth in difficult circumstances. In particular, it suggests that hope is a key theme in youth’s lives and that it ought to be explored ethnographically through a lens focusing on cultural practices: that is, on the ways youth actively construct their futures through engagement and agency across time and space. Focusing on the situated cultural practices of youth helps to move the discourse beyond constructs of risk and resilience toward understanding the ways in which youth use actively construct their futures through mobility, personhood, and collective identity.
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Nseabasi S. Akpan and Emmanuel M. Akpabio
The Niger Delta is a region in Nigeria endowed with enormous natural resources of which petroleum oil is the most exploited. This petroleum oil has been the engine of development…
Abstract
The Niger Delta is a region in Nigeria endowed with enormous natural resources of which petroleum oil is the most exploited. This petroleum oil has been the engine of development in Nigeria since 1958, providing more than 90 percent of total exports (CBN, 1981) and over 80 percent of Federal Government revenue. Despite this, the Niger Delta people remain poor and underdeveloped. Youth restiveness and violence is the order of the day. As a product of two separate youth forums, this paper recommends good governance, youth impact assessments, youth inclusion in decision‐making, as well as capacity building as a way out of this discord.
The purpose of this paper is to critically discuss state inaction on and NGO responses to the hidden problem of youth disengagement in the form of social withdrawal.
Abstract
Purpose
The purpose of this paper is to critically discuss state inaction on and NGO responses to the hidden problem of youth disengagement in the form of social withdrawal.
Design/methodology/approach
The study is based on data drawn from six focus groups of social workers working with youths experiencing the problem of social withdrawal and another 30 individual interviews with service users having had this vulnerable background.
Findings
Substantiated with empirical findings, the paper argues that young people in social withdrawal characterized by their socially avoidant behavior and deprivation of an engagement status as a worker, student or trainee are largely invisible to the state because of the latter's insensitivity to the heterogeneity and diversity of disengaged youth and reproduction of the anti‐social notion of at‐risk youth. A flexible and tailor‐made strategy initiated by an NGO is argued to be more effective in meeting the needs of silently‐disengaged young people.
Originality/value
This paper critically examines state inaction on the problem of youth disengagement in the form of social withdrawal and argues the importance of adopting a flexible and tailor‐made strategy with regard to both outreaching and service provision efforts.
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Sharmi Surianarain and Rob Urquhart
South Africa’s youth bulge provides both a potential asset and challenge for economic growth. The potential demographic dividend that this youth bulge represents can only manifest…
Abstract
South Africa’s youth bulge provides both a potential asset and challenge for economic growth. The potential demographic dividend that this youth bulge represents can only manifest if youth are economically active. With youth unemployment above 51% and 7.6 million youth not in employment, education, or training − large numbers of youth are at-risk for long-term social and economic exclusion. This will only perpetuate structural inequality and poverty. In the context of extended lacklustre economic growth, the capacity of the formal economy to create large-scale employment is limited without active interventions to facilitate successful transition and entry into the labour market. This chapter explores the nature of youth transitions in South Africa. It examines the range of ‘failures’ that hamper successful transitions and presents a framework for conceptualising the role of labour market interventions in overcoming these. It then locates the Harambee Youth Employment Accelerator (Harambee) within the ecosystem of labour market interventions, describing its approach, evolution and the lessons that have emerged for how to support successful youth transitions.
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Joseph Calvin Gagnon and Brian R. Barber
Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth…
Abstract
Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.
The school-to-prison pipeline is a term used to describe the pathway traveled by students from public schools to incarceration in secure juvenile detention and correctional…
Abstract
The school-to-prison pipeline is a term used to describe the pathway traveled by students from public schools to incarceration in secure juvenile detention and correctional programs. It begins with students who are marginalized by the education system because of their academic and behavioral issues. The pipeline leads from school failure and disciplinary exclusion to involvement with the juvenile justice system. Youth who are ethnic minorities (especially those who are African-American or Hispanic) as well as those with educational disabilities (especially those with learning and behavioral disorders) are significantly overrepresented in data sets representing key points along the pipeline (e.g., students with poor academic achievement, high rates of suspension, expulsion, and dropout) as well as their high rates of incarceration. From his personal perspective and experience with the juvenile justice system, the author attempts to explicate the pipeline, and to describe efforts to impact it positively.
Amina M. Turton and Satasha Green
An increase (>150%) in the number of children experiencing learning difficulties is occurring due to changes influencing identification processes within our legislative mandates…
Abstract
An increase (>150%) in the number of children experiencing learning difficulties is occurring due to changes influencing identification processes within our legislative mandates (Kavale, 2005; Kavale, Holdnack, & Mostert, 2005). There are also federal mandates that set the stage for our current practice changes, a specific learning disability (SLD) definition that has remained unchanged, and new initiatives steeped in older approaches that set the stage for complex interpretations (Kavale, 2005; Kavale & Forness, 2003). Can our current and past approaches foster the development of approaches which will better support our at-risk youth and their experience of learning disabilities? Pertinent questions are (a) who is this group of at-risk individuals? (b) what are the characteristics? (c) what approaches best support and deviate the path from a fully-fledged diagnoses of SLD? and (d) what approaches best support and identify the presence of SLD? This chapter will share the current landscape of practice for supporting students who are deemed at-risk for developing learning disabilities or school failure. The chapter explores the historical perspectives of identification and how they have influenced the change to the current initiative of response to intervention/instruction (RtI), its strengths, and its needs. Patterns across the pertinent issues are discussed.