Cover Image
close this bookThe Transition of Youth from School to Work: Issues and Policies (IIEP, 2000, 188 p.)
View the document(introduction...)
View the documentSummary
View the documentIntroduction by David Atchoarena
close this folderChapter I. From initial education to working life: making transition work by Marianne Durand-Drouhin and Richard Sweet
View the documentIntroduction
View the document1. The purposes and outcomes of the OECD Thematic Review
View the document2. Changes in young people's transition to work during the 1990s
View the document3. The transitions are taking longer
View the document4. Changing patterns of participation in education and training
View the document5. The key features of effective transition systems
View the document6. Well-organized pathways that connect initial education with work, further study or both
View the document7. Workplace experience combined with education
View the document8. Tightly-knit safety nets for those at risk
View the document9. Good information and guidance
View the document10. Effective institutions and processes
View the document11. No single model - what counts is giving priority to youth
close this folderChapter II. Training unemployed youth in Latin America: same old sad story? by Claudio de Moura Castro and Aimée Verdisco
View the documentIntroduction
View the document1. On the elusive art of training
View the document2. Training to improve employability: experiences from Latin America
View the document3. Lessons
View the document4. Conclusion: are youth training programmes still a good idea?
close this folderChapter III. Transition from school to work in Korea: reforms to establish a new pathway structure across education and the labour market by Kioh Jeong
View the documentIntroduction
View the document1. Economic adjustment and youth in Korea
View the document2. Roles of institutions in school-to-work transition
View the document3. From school to work: business and industry involvement
View the document4. Ongoing education reform and implications for youth
View the document5. Conclusions: developing pathways
close this folderChapter IV. The integration of youth into the informal sector: the Kenyan experience by Ahmed K. Ferej
View the documentIntroduction
View the document1. Background
View the document2. The growth of the informal sector in Kenya
View the document3. Vocationalization of the formal education system
View the document4. Accessibility to skill training in the informal sector
View the document5. Implications for education and training
View the documentConclusion
close this folderChapter V. Youth and work in South Africa: issues, experiences and ideas from a young democracy by Adrienne Bird
View the documentIntroduction
View the document1. Unemployment and recession
View the document2. Social dimensions of unemployment
View the document3. Government responses to unemployment
View the document4. School and skill issues for young people
View the document5. Government responses - education and training
View the document6. What does this all mean from the perspective of a young person?
View the documentConclusion
View the documentIIEP publications and documents
View the documentThe International Institute for Educational Planning
View the documentBack cover


This volume provides an international review of issues and programmes concerning the transition from school to work. It combines country-specific papers (Kenya, Korea, South Africa) and regional contributions (selected Latin American countries - Argentina, Brazil, Chile - and OECD countries). Preliminary versions of the papers presented here were prepared for a round table dedicated to the integration of youth into working life, organized within the Second International Congress on Technical and Vocational Education (Seoul, Korea, 26-30 April 1999).

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.

While dealing with broader issues pertaining to the way young people enter the labour market, the various papers contained in this volume focus on how technical and vocational education can facilitate the transition from school to working life. In this context, technical and vocational education also includes vocational training.

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.

Starting with an introductory part providing the conceptual and contextual framework in which the transition from school to work takes place, the content of the publication consists of five papers, each documenting a specific dimension of the transition issue and analyzing the rationale and the effects of the policy implemented to address it. Altogether, this collection offers a wide view of the experiments currently conducted in a variety of development contexts to shape more effective transition pathways between school and work.

This publication does not include a detailed series of policy recommendations, but rather documents current country experiences, which express both doubts and progress. It suggests that youth transition from school to work requires a renewed approach integrating a diversity of interventions which can no longer be limited to schooling strategies. As such, transition issues reflect one aspect of the complex transformation affecting contemporary societies, both in developing and developed economies.