Cure for freeter driver#

The individualisation of transition has proceeded and collective guidelines or public. In recent years the transition of Japanese young people has changed drastically, similar to young people in other industrialised countries. This paper examines the significance of social network and social capital in youth transition from school to work, with a focus on both instrumental and expressive aspects. It also provides helpful insights in vulnerability to policymakers who aim to combat youth marginalization. The book provides useful theoretical and empirical insights for scholars interested in the school-to-work transition and marginalized youth. The country cases and cross-national studies illustrate that policies intended to help long-term NEETs to find their way in society are very limited. These exceptionally vulnerable young people are sidelined from society and the labour market. However, they will also see that in all countries, a group of long-term NEETs exists. By studying longitudinal analyses of processes and transitions, readers will gain the crucial insight that NEETs are not equally vulnerable, and that most NEETs will find their way back to the labour market. Readers will come to understand youth marginalization as a process that may occur during the transition from school, vocational college, or university to work. The authors analyse diverse school-to-work patterns of young NEETs in five typical countries and investigate the role of individual characteristics, countries’ institutions and policies, and their complex interplay.

Moving past common interpretations of NEETs as a homogeneous group, it asks why some youth become NEET, whereas others do not. This book studies young people who are Not in Education, Employment, or Training (NEET) a prime concern among policymakers. This result might represent a key of convergence between the two Italian geographical areas and pave the way for ad hoc policy measures to reduce the risk of becoming NEET. Our findings highlight the positive effect of CC on NEET, and the impact is higher for southern regions. We apply a panel vector autoregression (PVAR) approach to 2001–2018 regional NUTS2 data. We test the role of CC (proxied by the accumulation of cultural experiences) on the rate of NEETs population in Centre-North and South Italy.

Cure for freeter driver#

Among these, we focus on cultural capital (CC) as a driver to discourage school dropout and a stimulus for pro-active behaviours in work participation. However, other factors such as evident regional disparities, suggest the need to investigate alternative remedies, in particular for the Italian context. The role of the economic family background and the social context mitigate the risk of being not in education, employment or training (NEET). The increasing number of young people who do not study and do not work has become a relevant and timely socioeconomic issue. Indeed, this is why, in the late of nineties, the Japanese Ministry of Education changed the category name from 'jobless' to 'others'. However, with the increase in non-full-time jobs in the nineties, these categories have become less useful for describing the actual employment conditions of young people. Therefore, in official statistics such as the School Basic Survey, 'employed' includes only those who are in regular employment, while those who are in part-time or temporary work are covered by the categories 'jobless' and 'others'. In Japan, most young people used to move from school directly to full-time employment through the new graduate recruitment system (Inui, 1993). However, these categories no longer accurately represent young people's state. Traditionally, we have been able to recognize young people's situation by a simple category: in education, employed, in training or unemployed. The transiting process has become not only precarious for young people, but also difficult for society to precisely understand the risks and problems. In Japan, this change has taken a decade later to appear, becoming prevalent by the late nineties (Inui, 2003). In many European countries, this situation has been changing since the eighties: overall youth unemployment has increased, and many young people experience long periods of unemployment, government training schemes and part-time or temporary jobs. Young people used to transition directly from school to stable employment, or with a very short unemployed period. It has become prolonged, complicated and individualized (Bynner et al., 1997 Walther et al., 2004). In developed countries, the transition from school to work has radically changed over the past two decades.