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Transition from School to Work: Icelandic Young People in NEET
| Content Provider | Semantic Scholar |
|---|---|
| Author | Arnardóttir, Jóhanna Rósa |
| Copyright Year | 2020 |
| Abstract | The transition from school to work is more complicated now than in the past (Bynner & Parsons, 2002; Furlong & Cartmel, 2007; Lauder et al., 2006; Lundahl, 2011; Lundahl & Olofsson, 2014; Roberts, 2009). By analysing young people (16–34) who are not in employment, education or training, i.e. the two main social and economic areas of society, our understanding of the situation of this group that is particularly at risk for a social exclusion can improve. According to social exclusion theory, the loss of employment constitutes the first step of social exclusion, which leads to further hindrances. The young people concerned are not active and therefore face economic and social obstacles that often lead to multidimensional deprivation such as being out of the educational system, being unemployed and not participating in leisure activities. This situation blocks individuals from the main social activities (Burchard, Le Grand & Piachaud, 2002; Gallie, 2004; Gough, Esenshitz & Mcculloch, 2006). Leaving the school system and entering the labour market is one of the first steps young people take into adulthood. Researchers have noticed that successful transition processes tend to be related to the future well-being of the individual. However, although the educational expansion was meant to increase equality, there is |
| Starting Page | 57 |
| Ending Page | 77 |
| Page Count | 21 |
| File Format | PDF HTM / HTML |
| DOI | 10.33134/hup-3-4 |
| Alternate Webpage(s) | https://hup.fi/site/chapters/10.33134/HUP-3-4/download/4021/ |
| Alternate Webpage(s) | https://doi.org/10.33134/hup-3-4 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
