Youth Transitions

(2012) - S Murray, V Gayle

Journal:
Link::
DOI::
Links::
Tags:: #paper #Transition #school-to-work #SocialHistory
Cite Key:: [@murrayYouthTransitions2012]

Abstract

Notes

Annotations

(14/03/2024, 16:05:59)

“An accessible overview of the study of youth transitions is provided by Furlong and Cartmel (2007).” (Murray and Gayle, 2012, p. 2)

“Much contemporary research has been bound up with what is colloquially termed as ‘the school-towork transition’ (see Ashton and Field 1976; Wallace 1987; Hollands 1990; Wallace and Cross 1990; MacDonald et al.1993; Irwin 1995; Gayle 1998; Muller and Gangl 2003)” (Murray and Gayle, 2012, p. 2)

“young people have remained in education beyond the compulsory period” (Murray and Gayle, 2012, p. 2)

“There is generally agreement amongst sociologists that the background against which young people grew up in the closing decades of the twentieth century was dramatically transformed. Gayle, Lambert and Murray (2009) label this as the ‘changing times consensus’.” (Murray and Gayle, 2012, p. 3)

“Within the ‘changing times consensus’, sociologists agree that the transformation was driven by a series of interrelated social and economic changes.” (Murray and Gayle, 2012, p. 3)

“The most catastrophic of the economic changes was the virtual collapse of the youth labour market in the early 1980s.” (Murray and Gayle, 2012, p. 3)

“The growing levels of youth unemployment in the 1970s and 1980s are well documented (Casson 1979; Jackson 1985; Gallie and Marsh 1994). Concurrently, there was a sharp decline in the number of apprenticeships offered to young people during this period (Maguire and Maguire 1997).” (Murray and Gayle, 2012, p. 3)

“This pattern of economic restructuring lead to a number of policy responses, most notably the widespread introduction of ‘youth training’ provisions (Raffe 1982; Raffe 1983; Chapman and Tooze 1987; Stoney and Lines 1987; Roberts 1984; Deakin 1996). The introduction of youth training was coupled with a number of reforms to the benefits system that changed young people’s entitlement to welfare benefits (Maclagan 1992; Irwin 1995; Dean 1997). The provision of further education expanded in the 1980s (Smithers and Robinson 2000; Hyland and Merrill 2003). This was followed shortly afterwards by an expansion in higher education provision (Daniel 1993; Dearing 1997; Archer et al. 2003).” (Murray and Gayle, 2012, p. 3)

“1990s was a decade of employment growth in the UK (DfEE 2000). It is plausible therefore that in the 1990s young people may have benefited from a mor” (Murray and Gayle, 2012, p. 3)

“4 buoyant economy. There were also policy changes related to education and training in the 1990s. Young people became eligible for new, nationally recognised, vocational qualifications (Smithers 1999). ‘Modern Apprenticeships’ were also established in order to enhance the technical and vocational skills of young workers (Saunders et al. 1997; Ainley and Rainbird 1999).” (Murray and Gayle, 2012, p. 4)

“The New Deal for Young People (NDYP) was introduced. The NDYP resonated within the wider New Labour ‘welfare to work’ agenda (Riley and Young 2001; Brewer et al. 2002; Fraser 2004). The scheme aimed to provide opportunities to work, gain new skills, and get work experience for 18-24 year olds (Wilkinson 2003).” (Murray and Gayle, 2012, p. 4)