DOCSLIB.ORG

Gap Year, Service Year, and Short-Term Opportunities

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Gap Year, Service Year, and Short-Term Opportunities The following service and gap year programs are Financial Clinic popular destinations for graduates of selective liberal http://thefinancialclinic.org/ arts colleges. The opportunities vary widely in terms of The Financial Clinic's Fellowship Program is a social focus area and geographical locations but are similar in innovation model for scaling the Clinic’s outcomes-based that they are limited to 1-2 year non-renewable financial coaching development services. By training contracts. Most programs are competitive, offer financial Financial Fellows to be Financial Coaches, providing a support through annual salaries or stipends, and allow living stipend, and placing them with a variety of recent graduates to gain hands-on service experience. established nonprofits and public-sector entities, the program aims to increase financial security for working Economic/Business/Enterprenuership poor Americans. Venture for America Federal Reserve Board http://ventureforamerica.org/ https://www.federalreserve.gov/careers/default.htm Fellows work for two years at emerging start-ups and Research assistants are employed in six divisions: early-stage companies in lower-cost cities (e.g., Detroit, International Finance, Monetary Affairs, Research and Providence, New Orleans). Modeled after Teach for Statistics, the Office of Financial Stability, The Division of America, Venture for America provides a path for Consumer and Community Affairs, and The Division of entrepreneurship to college grads that want to learn how Reserve Bank Operations and Payment Systems. to build companies and create jobs. The Mountbatten Institute Echoing Green Fellowship https://lacn-csm.symplicity.com/students/ http://www.echoinggreen.org/fellowship The one-year experience in London or New York During their first two years, Fellows receive up to combines full-time work with evening and weekend $90,000, participate in leadership development coursework leading to a Postgraduate Certificate, or gatherings, and access the network of Echoing Green MBA in International Business Practice. Fellows, partners, and friends. Fellows work in the Sonoma County Economic Development Board community to launch, manage and grow organizations http://sonomacounty.ca.gov/Departments- that work towards creating social change. Agencies/Economic-Development-Board/ New Sector Residency in Social Enterprise (RISE) During a one year term, the Research and Program http://newsector.org/rise-fellowships/ Development Project Coordinator Fellows may be An 11-month program designed for recent college involved in researching sectors of the local economy and graduates with up to 5 years of post-college experience. preparing reports and recommendations, analyzing and RISE gives recent college graduates the opportunity to distilling economic data for local decision-makers, lead a strategic initiative for a nonprofit organization in coordinating several workforce advisory groups, and Boston or San Francisco. A stipend is provided. making presentations on economic policy. Vassar College Career Development Office • (845) 437-5285 • careers.vassar.edu • [email protected] Career Brief: Job Search Resources Gap Year and Service Year Opportunities 2 Education AmeriCorps Massachusetts Promise Fellows http://masspromisefellows.org/index.html Teach for America Fellows dedicate a year of service to build their https://www.teachforamerica.org/ organizational, leadership, and communication skills and TFA seeks individuals from all backgrounds, majors, and make an impact on young people in Massachusetts. professional experiences who have what it takes to excel Fellows receive a living stipend and benefits, and are as teachers and improve the quality of education for eligible for free courses at Northeastern. children growing up in low-income communities. Citizen Schools’ National Teaching Fellowship City Year http://www.citizenschools.org/careers/teaching- https://www.cityyear.org/ fellowship/ City Year unites young adults ages 17-25 of all The National Teaching Fellowship is a two-year backgrounds for a year of full-time service in 20 major professional and leadership development program. The U.S. cities. Corps Members serve as full-time tutors, opportunity includes service as a team leader at a mentors, role models and leaders of after-school Citizen Schools' campus, professional development in programs for 10 months. Corps Members receive a partnership with a community organization, and the stipend and financial support towards further study. opportunity to enroll in a pioneering Master's program. Fellows receive a salary and become eligible for CoaHCORPS: Urban Teaching Fellowship AmeriCorps Education Awards. http://www.cityonahill.org/urban-teaching-fellowship/ The fellowship is a one-year program (beginning late Japan Exchange Teaching (JET) Program August) intended to train and certify individuals http://jetprogramme.org/en/about-jet/ interested in teaching in urban public high schools. JET participants work either as Assistant Language Fellows are trained and mentored by veteran City on a Teachers (ALTs), Coordinators for International Hill teachers while taking graduate courses at Boston Relations (CIRs) or Sports Exchange Advisors (SEA), University toward a Master of Education (M.Ed.) degree. and are placed in local boards of education or public They receive a $16,000 stipend and reduced tuition in elementary, junior high and senior high schools in exchange for teaching in an urban public school for two Japan. ALTs are primarily engaged in language years upon completion of the program. instruction. All participants receive an annual salary. Great Oaks Charter School Tutor Corps Match Corps http://greatoakscharter.org/about-our-school/mission/ http://www.matcheducation.org/join/match-corps/ An Urban Education Fellowship designed to close the Match Corps is a one-year urban education fellowship. Achievement gap one student at a time. Fellows are Recent college graduates commit to a year in Boston, often recent college graduates who are interested in where they tutor small groups of students in grades 1-12 education and want to give a year of service. In Newark and partner closely with families. A living allowance, an and New York City, people in this category may choose education award, and subsidized housing are provided. to apply to the Great Oaks Teacher Residency. Fellows Math for America invest time and energy in the success of a small group of http://www.mathforamerica.org/fellowships middle or high school students. Most of the day is spent A five-year program for recent college graduates and tutoring students one-on-one or in small groups. Fellows mid-career professionals, the MfA includes one year of also take on secondary projects. A living stipend and full-time graduate study and four years of teaching math housing are provided. and participating in MfA corps activities. MfA Fellows are Blue Engine provided with full-tuition coverage for a year of graduate http://blueengine.org/fellowship/experience study and annual stipends in addition to their annual A one-year urban education fellowship program in New teachers salary. York City. Blue Engine Teaching Assistants NYC Teaching Fellows (BETAs) are placed in school-based teams and work https://www.nycteachingfellows.org/ with teachers to provide academic instruction in core Fellows pursue a master's degree in education while skills including algebra, geometry, English Language teaching full-time in a New York City public school. Arts (E/LA), and writing. BETAs receive a living stipend Teaching Fellows receive a generous annual salary and and unlimited NYC public transportation. subsidized tuition for advanced study. Vassar College Career Development Office • (845) 437-5285 • careers.vassar.edu • [email protected] Career Brief: Job Search Resources Gap Year and Service Year Opportunities 3 Phillips Academy Andover Teaching Fellowship Health/Healthcare https://www.andover.edu/About/CareersAtAndover/Page s/Teaching-Fellowship-Program.aspx The Wellstone Fellowship for Social Justice During a one-year teaching fellowship, recent college http://familiesusa.org/about/careers graduates (bachelor's or master's level) are introduced to The Wellstone Fellowship is designed to increase the teaching as a career through guided classroom work, number of low-income, American Indian & Alaska professional seminars, and exposure to the theories and Native, Asian American, Black/African American, Latino, methods of experienced teaching faculty. Teaching and Native Hawaiian & Pacific Islander social justice Fellows contribute to the culture of the school through leaders. Candidates must demonstrate an interest in their involvement in residential, multicultural, and athletic health care policy as a tool for reducing racial and ethnic programs on campus. Fellows receive a stipend of health disparities and in using organizing and advocacy $30,000, plus insurance benefits and campus housing. skills to achieve social change. Fellows receive a generous annual salary and benefits. Schuler AmeriCorps Coach Program http://www.schulerprogram.org/en/americorps/ The Villers Fellowship for Healthcare Justice Coaches work with Scholars in one-on-one and group http://familiesusa.org/about/careers settings to provide subject specific tutoring and Responsibilities include conducting research on a range homework help. The ideal applicant will serve a two-year of health care issues and health reform topics – such as commitment. Coaches receive
Recommended publications
  • Gap Year Guide What Is It and Is It Right for Me?

    Gap Year Guide What Is It and Is It Right for Me?

    Gap Year Guide What is it and is it right for me? What is a Gap Year? An intentional period of time between high school graduation and starting college for a student to learn more about their interests, values and what they would like for their future. A structured opportunity for high-quality experiences such as an internship, traveling, and volunteer efforts like Americorps, CityYear, and Global Citizen Year. There is a full intent for the student to start college a year (or semester) after graduating from high school. It is NOT working a standard job in the community, playing video games, “hanging out,” or living with parents. Is working in my community for a year considered a gap year? Usually not. Taking a year break between high school and college to work a job that does not require a college degree is called “delayed enrollment” and it usually derails a student’s educational pursuits. How might a year off impact me? There are countless stories of students who intended to go to college after a “year off,” and never did, or took many years off. Working a minimum wage job while living with parents is not a different enough experience to add to your personal growth. Like many in this situation, you could end up in a low-wage unskilled job and get stuck in an earning-money and paying bills cycle. However, a true gap-year program (like CityYear, Americorps, or Global Citizen Year) could add tremendous experiences and skills that will help you better know yourself and learn what you’d like to do (or not do) with your life.
  • Position Specification US Letter

    Position Specification US Letter

    Position Specification Chief Executive Officer (CEO) 2021 © 2021 Korn Ferry. All Rights Reserved. POSITION SPECIFICATION Position Chief Executive Officer (CEO) Organization Venture For America (VFA) Location The CEO may be based in NYC HQs or one of VFA’s Cities: Baltimore • Birmingham • Charlotte • Cleveland • Detroit • Kansas City • Miami • New Orleans • Philadelphia • Pittsburgh • San Antonio • St. Louis • Tulsa Reporting Relationship Board of Directors Website https://ventureforamerica.org/ THE OPPORTUNITY Venture For America (VFA) is a nonprofit organization dedicated to creating economic opportunity in American cities by mobilizing the next generation of entrepreneurs and startup leaders and equipping them with the skills and resources they need to create jobs. By bringing together some of the nation’s most aspiring, young, forward-thinking talent to the startup ecosystem, VFA is able to impact and transform emerging cities across the nation through fast- paced startups and entrepreneurial experiences. Fellows acquire the hands-on skills and guidance while companies gain access to a talented pool of start-up future leaders. Venture for America started in 2011 with little more than a bold vision, a handful of tirelessly dedicated team members, $200,000 in funding and the audacious belief that these ingredients could create something transformative. After six years in operation, with a budget that had grown over 30x, hundreds of incredible Fellows and Alumni, and a full-time team of over 30, the VFA team set out on a new strategic planning process to assess progress and formally chart a path forward. Vision 2020: Setting Our Sights on the Future resulted in a new mission statement, the identification of three key program pillars to achieve this mission, the creation of a strategy screen used to evaluate all new and existing initiatives, and much more.
  • What You Need to Know About the Gap Year Experience

    What You Need to Know About the Gap Year Experience

    TIME OUT What You Need to Know About the Gap Year Experience by Jeremy Neidens TRADITIONALLY IN AMERICA the trend was to graduate high Frequently asked questions about a gap year school, have summer break, and immediately transition straight into the fWhat is a gap year? A gap year is a period of time when students college world. During the 1960s a wave of students with a new mindset take a break from formal education to travel, volunteer, study, intern, started questioning whether they really had to follow tradition and go work, perform research, or, any combination of these activities. A gap straight into more schooling. These students were interested in pursu- year can also be called an interim year, deferring college, or taking ing passions, traveling, volunteering, and giving back to the world. They time out. Students who take a gap are also known as gappers. sought to experience a period of self-discovery and unwind after twelve fWhen is the best time to take a gap year? Most students take a gap years of sitting in a classroom. These early pioneers started a movement between the end of high school and the beginning of college. Some known now as the “gap year.” Contrary to what some parents might fear, take time over summer vacation or even a semester off. Some take most gap-year students return home to attend college and complete their time off during college. Others go after college, but before entering degree. And students who take a gap year are more likely to complete graduate school or starting a career.
  • 25 YEARS of LSAY Research from the Longitudinal Surveys of Australian Youth

    25 YEARS of LSAY Research from the Longitudinal Surveys of Australian Youth

    Department of Education, Skills and Employment 25 YEARS OF LSAY Research from the Longitudinal Surveys of Australian Youth Edited by Cameron Forrest and Charotte Scobie, NCVER Acknowledgments We thank the authors who agreed to summarise their research into chapters for this publication: Alison Anlezark Manager Advancement Services, University of Adelaide Dr Jenny Chesters Lecturer/Research Fellow, MSGE, The University of Melbourne Dr Chesters’ research interests include: inequality in educational attainment according to socioeconomic status, transitions between education and employment throughout the life course, and social stratification. Emerick Chew Data Analyst, National Surveys, National Centre for Vocational Education Research Dr Grant Cooper Lecturer, School of Education, RMIT Dr David D Curtis Principal, Transforming Education (Australia) and Associate Professor (Adjunct) College of Education Psychology & Social Work, Flinders University https://www.flinders.edu.au/people/david.curtis Adjunct Professor Tom Karmel Future of Employment and Skills research centre, University of Adelaide Research interest: the link between education and the labour market. Dr Helen Law Postdoctoral researcher, Department of Sociology, University of Tübingen Dr Helen Law is a postdoctoral researcher in the Department of Sociology at the University of Tübingen. She is a recipient of the Marie Skłodowska-Curie Actions Individual Fellowship from the European Commission. She completed her PhD in sociology at the Australian National University. Her research
  • Andrew Yang: Resident of New York

    Andrew Yang: Resident of New York

    A REPORT BY THE UNITED STATES JUSTICE FOUNDATION ANDREW YANG: RESIDENT OF NEW YORK NOVEMBER 20, 2020 Table of Contents Lawsuit: Right to Vote in New York 2020 ................................................................................ 3 April 28, 2020: New York Resident in NY Election Lawsuit ................................................... 3 May 2020: Attacked NY Board of Elections for Harming His Right to Vote ............................. 4 Lawsuit Alleged Damage to Influence in New York Politics ..................................................... 5 Jan. & Feb. 2020: Yang circulated petitions for voter nominations in New York ...................... 5 Legal Filings: 2020 Campaign ................................................................................................. 5 2020 Presidential Nomination Claims New York Resident & NY Address ............................... 5 2020 Presidential Nomination: New York Resident with Federal Election Commission ........... 6 FEC Records: NY Resident in Contribution Reports ............................................................. 6 Sept. 2020: Biden for President Contribution Claimed New York Resident ............................. 6 August 2020: Alex Morse for Congress Contribution: FEC Records Identify Andrew Yang as New York Resident ................................................................................................................. 7 August 2020: FEC Records Contribution to Robbie Goldstein Identify Andrew Yang as New York Resident ........................................................................................................................
  • Stepping Off the Conveyor Belt: Gap Year Effects on the First Year

    Stepping Off the Conveyor Belt: Gap Year Effects on the First Year

    Stepping Off The Conveyor Belt: Gap Year Effects on the First Year College Experience Author: Lori Ilene Tenser Persistent link: http://hdl.handle.net/2345/bc-ir:104364 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2015 Copyright is held by the author. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (http:// creativecommons.org/licenses/by-nc-nd/4.0). Boston College Lynch School of Education Department of Educational Leadership and Higher Education Program in Higher Education STEPPING OFF THE CONVEYOR BELT: GAP YEAR EFFECTS ON THE FIRST-YEAR COLLEGE EXPERIENCE Dissertation by LORI I. TENSER Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2015 © Copyright by Lori I. Tenser 2015 STEPPING OFF THE CONVEYOR BELT: GAP YEAR EFFECTS ON THE FIRST-YEAR COLLEGE EXPERIENCE by Lori I. Tenser Karen Arnold, Dissertation Chair ABSTRACT Taking a gap year between high school and college has become more common in the United States in recent years, yet little research attempts to describe or analyze the experience of the students who arrive on college campuses after such a year out. This qualitative study followed 12 first-year students attending highly-selective private institutions in the northeastern U.S. as they experienced the transitions from high school to gap year to college. With varying levels of family support and high levels of personal motivation, the students participated in a wide range of gap-year endeavors. The findings indicate that students were heavily influenced by their encounters during the gap year, leading to strong evidence of self-authorship among the participants, which in turn shaped the way students pursued their goals when they arrived at college.
  • The Gap Year: Survey Data & Results Survey Conducted by Hostelworld September 2016

    The Gap Year: Survey Data & Results Survey Conducted by Hostelworld September 2016

    The Gap Year: Survey Data & Results Survey Conducted by Hostelworld September 2016 General Findings ● 25.93 percent of survey respondents have taken a gap year, while 74.07 percent have not. ​ ​ ​ ● Of those who have taken a gap year, 35.91 percent took their gap year when they were 30 or ​ ​ older. Only 5.02 percent report taking a gap year during high school. Over half (59.85 percent) of ​ ​ ​ ​ all respondents who took a gap year did so after college. ● The majority (39.77 percent) of those who have taken a gap year did so for personal reasons. An ​ ​ additional 33.20 percent sighted “other” reasons, including illness, family care and unemployment. ​ ​ Only 10.42 percent of those who have taken a gap year took time off to travel. ​ ​ ● The majority (39 percent) of those who have taken a gap year spent that time at home. 26.64 ​ ​ ​ percent spent that time working and 14.29 percent spent time traveling — either long term or short ​ term. ● Those who spent time traveling during their gap year cited the following as top benefits: I learned about other places / people / cultures (83.33 percent), I had new experiences (80.56 percent), I ​ ​ ​ ​ learned about myself (66.67 percent), I met new people / made new friends (61.11 percent), I was ​ ​ ​ ​ creatively inspired (50 percent), I came back better prepared for school / work (44.44 percent). ​ ​ ​ ​ ● Of those who have not taken a gap year, only 26.48 percent have taken a one-to-six-month break ​ ​ away from school or work. Of those that did take extended time off, 55.12 percent cited “other” ​ ​ reasons for doing so, including maternity leave, raising a family and illness.
  • Considering a Gap Year Due to COVID-19?

    Considering a Gap Year Due to COVID-19?

    Benefits of a Gap Year: Considering A Gap ► If you are employed you can gain work experience, possibly Year Due To COVID-19? in the career field you are interested in pursuing. “A gap year” is the term for when you take one ► If you can volunteer, you can year off between high school graduation and gain experience in community post-high school (or postsecondary) enrollment. service and explore career fields and interests. It can also Students who take a gap year typically may use strengthen a college application. this time to volunteer, work, or travel. ► Both employment and volunteering can help you The COVID-19 pandemic has affected the workforce, colleges and strengthen soft skills like training programs, and family finances. Faced with uncertainty about teamwork, problem solving, the future, you may be exploring the possibility of taking a gap year or communication skills, and time postponing your college or career education after high school. Typical management. gap year activities may not be realistic during this period. ► This time is an opportunity For current high school seniors, here is what you need to know about to explore options and interests taking a gap year or deferring enrollment. before having to commit to a college major or training Gap Year Options program. Deferred Enrollment “Deferred enrollment” is the ability, process, and procedure to postpone Challenges of a Gap Year: starting classes for a semester or a year at the college that you have selected. This process will vary by school or program. Traditionally, some ► Students who choose to delay schools will review and approve the request on a case by case basis, are at considerable risk of not while some approvals are automatic.
  • TAKING a GAP YEAR DEFINITION of a GAP YEAR: a Temporary Position (1 – 3 Years) Between College and Graduate School Or a Full T

    TAKING a GAP YEAR DEFINITION of a GAP YEAR: a Temporary Position (1 – 3 Years) Between College and Graduate School Or a Full T

    401 Academy Street Monday-Friday 8 am to 5 pm Phone: 302-831-2392 http://www.udel.edu/CSC TAKING A GAP YEAR DEFINITION OF A GAP YEAR: a temporary position (1 – 3 years) between college and graduate school or a full time job. Many students are interested in “taking a year off” before buckling down to a “serious” job or graduate school. These temporary “in-the-meantime” jobs can provide experience, direction, emotional and cognitive growth, and satisfy curiosity about the real world. GENERAL RESOURCES Idealist www.idealist.org ServeNet www.servenet.org One Small Planet www.onesmallplanet.com The Gap Year www.gapyear.com BOOKS IN THE CAREER LIBRARY Short-Term Adventures (EXR 83) Taking a Gap Year (EXR 119) Gap Years for Grown Ups (EXR 120) The Gap Year Guidebook 2009 (EXR 121) Service/Volunteer AmeriCorps: www.americorps.org: National, State, NCCC, VISTA, network under the Corporation for National and Community Service, all different types of service Public Allies: www.publicallies.org; full time paid apprenticeships in non-profit organizations to lead positive community change Teach for America: www.teachforamerica.org, non profit organization designed to diminish the academic achievement gap between students of different economic backgrounds, teaching term is typically 2 years Peace Corps: www.peacecorps.org; advocates friendship and world peace in developing countries City Year: www.cityyear.org, 10 months of full time community service to a specific community or area United Nations Volunteers: www.unv.org; volunteers to directly support
  • GUIDE to Doing Business on the US East Coast for Dutch Companies Information for Small and Medium Enterprises, Startups, and Scale-Ups 2 Contents

    GUIDE to Doing Business on the US East Coast for Dutch Companies Information for Small and Medium Enterprises, Startups, and Scale-Ups 2 Contents

    LOPENDE TITEL 1 GUIDE TO Doing Business on the US East Coast for Dutch Companies Information for small and medium enterprises, startups, and scale-ups 2 Contents Introduction 5 Foreword Ambassador Haspels 6 Foreword Pauline Dirkmaat 7 Chapter 1: An introduction to the US East Coast 8 1 The US East Coast: a Great Place for Internationalizing Companies 9 2 East Coast vs. West Coast 10 3 Business Culture 11 4 Dutch Government Network on the East Coast 12 Chapter 2: Practical Information for Setting Up a Business on the US East Coast 13 1 Legal Aspects 14 1.1 The three Levels of Law & Incorporation 14 1.2 Immigration: Getting to and Staying in the US 14 1.3 Insurance 15 2 Finance and Banking 15 3 Human Resources 15 4 Communication and Networking 16 4.1 Communication Tips 16 4.2 Networking Tips 17 5 Practical Tips for Startups 18 5.1 Raising Capital 18 5.2 Pitching 19 5.3 Other Resources for Startups 20 Chapter 3: Boston 21 1 Introduction 22 2 Why Boston? 23 3 Key Sectors in Boston 23 3.1 Life Sciences and Health 23 3.2 Cleantech 24 3.3 Artificial Intelligence 24 3.4 Robotics 25 3.5 Edtech, FinTech and Cybersecurity 25 4 Startup Ecosystem Drivers 26 5 Other Resources 28 Chapter 4: New York City 30 1 A Brief Background 31 2 Why New York City? 31 3 Key Sectors & Opportunities 32 3.1 Finance, FinTech & Cybersecurity 32 3.2 Life Sciences and Health and Biotech 32 3.3 Creative Industries 33 3.4 Manufacturing 34 3.5 Circular Economy & Resiliency 34 3.6 Cleantech & Energy 35 3.7 Water Management & Resiliency 35 4 Startups and Scale-ups 35 5 New York Online Resources 38 CONTENTS 3 Chapter 5: Washington, D.C.
  • Journey Across a Century of Women

    Journey Across a Century of Women

    A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Goldin, Claudia Dale Article Journey across a Century of Women NBER Reporter Provided in Cooperation with: National Bureau of Economic Research (NBER), Cambridge, Mass. Suggested Citation: Goldin, Claudia Dale (2020) : Journey across a Century of Women, NBER Reporter, ISSN 0276-119X, National Bureau of Economic Research (NBER), Cambridge, MA, Iss. 3, pp. 1-7 This Version is available at: http://hdl.handle.net/10419/234009 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte.
  • INTERROGATING EARLY SCHOOL LEAVING, YOUTH UNEMPLOYMENT and NEETS Understanding Local Contexts in Two English Regions

    INTERROGATING EARLY SCHOOL LEAVING, YOUTH UNEMPLOYMENT and NEETS Understanding Local Contexts in Two English Regions

    INTERROGATING EARLY SCHOOL LEAVING, YOUTH UNEMPLOYMENT AND NEETS Understanding local contexts in two English regions Louise Ryan* & Magdolna Lo´´rinc* Abstract: In England, early school leaving is not part of the official policy discourse; the focus instead is on reducing youth unemployment and the number of young people not in education, employment or training (NEET). The overall aim of this paper is to examine the key issues at stake in the changing policy landscape relating to education and youth unemployment in England, and to explore the chal- lenges facing young people in the context of localised socio-economic factors. Drawing on the aca- demic literature, official statistics and qualitative data from our fieldwork in two English regions, we explore the differences between the concepts of ESL, NEETs and youth unemployment and interro- gate the efficacy of these terms to capture vulnerability patterns in youth transitions. In addition, the paper argues that educational policies and outcomes need to be understood in relation to economic opportunity structures not just nationally but also at regional levels. Our data suggests that although educational attainment has a positive impact on labour market outcomes, it is unlikely that education policy initiatives alone will solve the issue of large-scale youth unemployment. Keywords: early school leaving, NEET, youth unemployment, England, regional differences 4 5 - 3 3 , S’INTERROGER SUR LA DÉSCOLARISATION PRÉCOCE, LE CHOMAGE DES JEUNES ADULTES ET NEET: 5 1 0 2 COMPRENDRE LES CONTEXTES LOCAUX DANS DEUX RÉGIONS ANGLAISES , 5 4 º Résumé: En Angleterre, la déscolarisation précoce des jeunes adultes ne fait pas partie du discours n , s a r politique officiel; l’attention se portant plus sur la réduction du chômage des jeunes et sur la réduc- u t l u tion du nombre de jeunes sortis du processus d’éducation, de formation et d’accès à l’emploi (NEET).