|The Transition of Youth from School to Work: Issues and Policies (IIEP, 2000, 188 p.)|
|Introduction by David Atchoarena|
|Chapter I. From initial education to working life: making transition work by Marianne Durand-Drouhin and Richard Sweet|
|1. The purposes and outcomes of the OECD Thematic Review|
|2. Changes in young people's transition to work during the 1990s|
|3. The transitions are taking longer|
|4. Changing patterns of participation in education and training|
|5. The key features of effective transition systems|
|6. Well-organized pathways that connect initial education with work, further study or both|
|7. Workplace experience combined with education|
|8. Tightly-knit safety nets for those at risk|
|9. Good information and guidance|
|10. Effective institutions and processes|
|11. No single model - what counts is giving priority to youth|
|Chapter II. Training unemployed youth in Latin America: same old sad story? by Claudio de Moura Castro and Aimée Verdisco|
|1. On the elusive art of training|
|2. Training to improve employability: experiences from Latin America|
|4. Conclusion: are youth training programmes still a good idea?|
|Chapter III. Transition from school to work in Korea: reforms to establish a new pathway structure across education and the labour market by Kioh Jeong|
|1. Economic adjustment and youth in Korea|
|2. Roles of institutions in school-to-work transition|
|3. From school to work: business and industry involvement|
|4. Ongoing education reform and implications for youth|
|5. Conclusions: developing pathways|
|Chapter IV. The integration of youth into the informal sector: the Kenyan experience by Ahmed K. Ferej|
|2. The growth of the informal sector in Kenya|
|3. Vocationalization of the formal education system|
|4. Accessibility to skill training in the informal sector|
|5. Implications for education and training|
|Chapter V. Youth and work in South Africa: issues, experiences and ideas from a young democracy by Adrienne Bird|
|1. Unemployment and recession|
|2. Social dimensions of unemployment|
|3. Government responses to unemployment|
|4. School and skill issues for young people|
|5. Government responses - education and training|
|6. What does this all mean from the perspective of a young person?|
|IIEP publications and documents|
|The International Institute for Educational Planning|
The integration of youth into working life recently became an important policy issue in most countries. Worldwide, the transformation of work and employment has weakened the prospects of a steady, secure job, even for the most educated youngsters. A high level of youth unemployment is one of the manifestations of this phenomenon. The adjustment process to globalization requires young people to develop new skills and the ability to receive, on a lifelong basis, further training to cope with future, unpredictable, labour market changes. For many, it also means more vulnerability. The increasing difficulties met by young people to enter the labour market has led governments to pay particular attention to school-to-work transition.
The book looks at a diversity of programmes and clientele, including school-based strategies for regular students (Korea), non-formal targeted programmes for traditional apprentices (Kenya), youth training programmes for unemployed young adults (Latin America) and comprehensive strategies cutting across target groups and delivery systems (OECD, South Africa).This broad perspective also allows to highlight the complex but necessary interactions between education policies and other fields of government interventions, particularly labour market policies.
Adrienne Bird is Chief Director, Human Resources Development and Career Services, in the Department of Labour in Pretoria, South Africa.
Marianne Durand-Drouhin and Richard Sweet are both Principal Administrators in the Education and Training Division of the OECD Directorate for Education, Employment, Labour and Social Affairs, Paris, France.
Ahmed K. Ferej is Professor at the Faculty of Education, Moi University, Nairobi, Kenya.
Kioh Jeong is Professor, Graduate School of Educational Management at Hongik University in Seoul, South Korea.
Claudio de Moura Castro and AimVerdisco work at the Inter-American Development Bank in Washington D.C., USA.
David Atchoarena (ed.) is Programme Specialist at the International Institute for Educational Planning (UNESCO/IIEP) in Paris, France.
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