“The education to work transition of young people is key to a successful work-life and to fight youth unemployment. The book provides an impressive outline of the facts and convincing insights of the potential causes. This offers a large and broader audience help to adjust properly to achieve a better life.” Klaus F. Zimmermann, IZA, Bonn, Germany This work points to the youth experience gap as a key concept to explain the meager employment opportunities and earnings many young people face.The transition from education to work remains a long dark tunnel around the world. However, this book shows that there are striking differences between countries: in Germany, the young people of today are no worse off than their adult counterparts, while in Southern European and Eastern European countries they fare 3 through 4 times worse. The current economic and financial crisis has further exacerbated the situation for young people in many advanced economies. Observers are divided as to the optimal design of youth employment policy. Liberalists believe that the market itself should address youth disadvantages. More flexible labor markets should also guarantee greater labor turnover, including temporary work, so as to allow young people to move from one job to the next until they accumulate the work experience they need to become more employable and find the right career. In contrast, other economists oppose approaches focusing on entry flexibility and temporary work, claiming that the former type helps only the most skilled and motivated target groups, while the latter only allows young people to gather generic, not job-specific work experience.

Unemployment and underemployment are global development challenges. The situation in Ghana is no different. In 2016, it was projected that, given the country’s growing youth population, 300,000 new jobs would need to be created each year to absorb the increasing numbers of unemployed young people. Yet the employment structure of the Ghanaian economy has not changed much from several decades ago. Most jobs are low skill, requiring limited cognitive or technology know-how, reflected in low earnings and work of lower quality. An additional challenge for Ghana is the need to create access to an adequate number of high-quality, productive jobs. This report seeks to increase knowledge about Ghana’s job landscape and youth employment programs to assist policy makers and key stakeholders in identifying ways to improve the effectiveness of these programs and strengthen coordination among major stakeholders. Focused, strategic, short- to medium-term and long-term responses are required to address current unemployment and underemployment challenges. Effective coordination and synergies among youth employment programs are needed to avoid duplication of effort while the country’s economic structure transforms. Effective private sector participation in skills development and employment programs is recommended. The report posits interventions in five priority areas that are not new but could potentially make an impact through scaling up: (1) agriculture and agribusiness, (2) apprenticeship (skills training), (3) entrepreneurship, (4) high-yielding areas (renewable energy†“solar, construction, tourism, sports, and green jobs), and (5) preemployment support services. Finally, with the fast-changing nature of work due to technology and artificial intelligence, Ghana needs to develop an education and training system that is versatile and helps young people to adapt and thrive in the twenty-first century world of work.

How young people think about the moral and ethical dilemmas they encounter when they share and use online content and participate in online communities. Fresh from a party, a teen posts a photo on Facebook of a friend drinking a beer. A college student repurposes an article from Wikipedia for a paper. A group of players in a multiplayer online game routinely cheat new players by selling them worthless virtual accessories for high prices. In Disconnected, Carrie James examines how young people and the adults in their lives think about these sorts of online dilemmas, describing ethical blind spots and disconnects. Drawing on extensive interviews with young people between the ages of 10 and 25, James describes the nature of their thinking about privacy, property, and participation online. She identifies three ways that young people approach online activities. A teen might practice self-focused thinking, concerned mostly about consequences for herself; moral thinking, concerned about the consequences for people he knows; or ethical thinking, concerned about unknown individuals and larger communities. James finds, among other things, that youth are often blind to moral or ethical concerns about privacy; that attitudes toward property range from “what's theirs is theirs” to “free for all”; that hostile speech can be met with a belief that online content is “just a joke”; and that adults who are consulted about such dilemmas often emphasize personal safety issues over online ethics and citizenship. Considering ways to address the digital ethics gap, James offers a vision of conscientious connectivity, which involves ethical thinking skills but, perhaps more important, is marked by sensitivity to the dilemmas posed by online life, a motivation to wrestle with them, and a sense of moral agency that supports socially positive online actions.

" ... Arms adults with facts and strategies for working with teens to overcome the dangers of this difficult time in life. Here you'll find advice for how and when to talk about drinking, impaired driving, sex, drug use, depression, suicide, and bullying"--Jacket.

The idea of the gap year has taken hold in America. Since its development in Britain nearly fifty years ago, taking time off between secondary school and college has allowed students the opportunity to travel, develop crucial life skills, and grow up, all while doing volunteer work in much-needed parts of the developing world.

This book takes up the debate about matching vocational education with the labour market and shows progress in terms of theoretical models tools (transformation and matching processes), and learning environments. The contributions address the concepts of qualifications and skilling, the role, strengths and weaknesses of practical training, and models and processes of becoming skilled. Whether or not one should try to plan the content of vocational programs in accordance with changing qualifications requirements and skill needs in the labour market is the essential question.

This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.

This book presents and analyzes the work-related attitudes, beliefs, and preferences of three generation of people in Sweden, Germany, Italy, Spain, India, and the United States. Camasso and Jagannathan dig into why these differences hinder efforts to create international and equal standards of labor overtime and how these value orientation influence productivity and quality of life on a global scale.

This book explores how the youth experience, viscerally felt and deeply ingrained at a time of substantial physical, psychological and emotional changes, serves to authenticate that youth experience to the exclusion of that of ensuing youth generations. Using Cohen’s concept of moral panic to frame the intergenerational conflict, notions of generational exclusivity and authenticity are explored through Bourdieu’s concept of habitus – how each generation privileges its own youth experience as the ‘standard’ by which other youth generations can be judged. Shared authenticated ‘generational understandings’ act as the benchmark by which ensuing youth generations can be assessed and found wanting. Intergenerational conflict has been brought into sharp focus by the emergence of the Millennial generation, digital natives, with their obsession with digital technology and particularly mobile phones. The book will be of interest for the field of youth studies in general, particularly upper-level undergraduate youth studies courses and postgrads and social scientists. In addition, it will be of interest for scholars interested in the work of Pierre Bourdieu and Stanley Cohen and subject areas: intergenerational conflict, social change, popular culture, music, media and cultural studies, and social theory.