scholarly journals Are young people aged 16-19 using or expecting to use the gig economy for their careers?

2020 ◽  
Vol 45 (1) ◽  
pp. 34-40
Author(s):  
Esther Galfalvi ◽  
Tristram Hooley ◽  
Siobhan Neary
Keyword(s):  
Young People ◽  
Labour Market ◽  
Further Education ◽  
Gig Economy ◽  
Career Option ◽  
Education College ◽  
Group Interviews ◽  
Using Data ◽  
Retail Activity ◽  
The Relationship

Amid growing precarity and zero hour contracts, the 'gig economy' represents a new way of working mediated by web technology. Workers can sign up to a work platform – a website or smartphone program that manages the work automatically – and take on work at the tap of a button. Some platforms manage labour, such as driving for Uber or delivering food for Deliveroo, while others manage retail activity, such as Ebay or Etsy.<br/> Recent research has shown that a significant number of people are using platform work to earn money, with over half being young people aged 16-34. While there are some data regarding satisfaction levels and attractors, there is little research examining specific age segments of workers, or the relationship between platform work and career.<br/> Using data from focus group interviews with school and Further Education college students, this paper will discuss findings from research investigating how young people in England aged 16-19 perceive the gig economy and whether they feel that it will be relevant to their careers, with a view to discussing whether it may be necessary to include in careers education programmes or guidance.<br/> The interview data indicate that these participants were occasionally using platforms to make money, and a few were earning regularly, usually on retail platforms. While some interviewees appreciated the autonomy and flexibility promised by gig economy work, the uncertainty, perceived low status, and lack of career progression prevented them from taking it seriously as a career option. Instead, they preferred traditional forms of work that provide more stability and organisational support - an increasingly rare commodity in a labour market that is changing rapidly in the opposite direction. We conclude that while there may be little value in giving detailed individual guidance on the gig economy, it could be valuable to use it as a way of teaching young people about the labour market and different types of employment

scholarly journals Chasing rainbows: How many educational qualifications do young people need to acquire meaningful, ongoing work?

2019 ◽  
Vol 55 (4) ◽  
pp. 670-688 ◽  
Author(s):  
Jenny Chesters ◽  
Johanna Wyn
Keyword(s):  
Young Adults ◽  
Young People ◽  
Labour Market ◽  
Young Women ◽  
Employment Status ◽  
Complex Relationship ◽  
Highly Educated ◽  
Gig Economy ◽  
Ongoing Work ◽  
The Relationship

The increasingly complex relationship between educational qualifications and employment is an integral, yet little-explored dimension of the labour market developments that have come to be referred to as the ‘gig economy’. This article explores the changing meaning and relevance of education through an analysis of young people’s employment outcomes in terms of employment status, having a job in their field of study and job satisfaction. It shows that while higher levels of education do provide some protection from unemployment, the relationship is murky. A relatively large proportion of highly educated young adults are experiencing underemployment and precarious work. Young women are less engaged in the labour market. Furthermore, those with secure jobs do not necessarily find them meaningful and those with meaningful jobs are not necessarily in secure employment. For many young people, using their educational qualifications to find security in work is a bit like ‘chasing rainbows’.

THE TROUBLED JOURNEYS OF SCHOOL DROP-OUTS: WASTAGE, REDEMPTION AND POLICY CONSIDERATIONS

2016 ◽  
Vol 12 (1) ◽  
pp. 1-14
Author(s):  
Andile Dube ◽  
Mokubung Nkomo
Keyword(s):  
Qualitative Research ◽  
Young People ◽  
Labour Market ◽  
Training And Development ◽  
Focus Group Interviews ◽  
Second Chance Education ◽  
Qualitative Research Methodology ◽  
Group Interviews ◽  
Drop Outs ◽  
Second Chance

The study traces the pathways of young people who dropped out of school between grades 1 to 11 as they seek re-entrance to the education, training and development (ETD) system, or entrance into the labour market. Particular attention is given to the factors that determine the choices that drop-outs make in either re-entering the ETD system or entering the labour market. An analysis of the experiences of the interviewed sample of drop-outs is presented. The study employs a qualitative research methodology, using interviews to elicit the experiences of drop-outs and school managers. Through snowballing, 14 youths and three principals were selected from a township south of Durban. Individual and focus group interviews were conducted. The findings provide insights into the drop-outs’ perceptions regarding the value of investing in education. They are discussed further in relation to the respective theories used in the study. The concluding section suggests the need for investments in second chance education by government and the private sector, and proposes an integrated model to assist young people who re-enter psychologically and emotionally.

Supporting progression to HE: the role of colleges and vocational courses

2018 ◽  
Vol 60 (6) ◽  
pp. 637-650 ◽  
Author(s):  
Clare Elizabeth Gartland ◽  
Christine Smith
Keyword(s):  
Young People ◽  
Possible Selves ◽  
Further Education ◽  
Unique Contribution ◽  
Content Type ◽  
Arts And Humanities ◽  
Large Numbers ◽  
Level 3 ◽  
Education College ◽  
Vocational Courses

Purpose Vocational courses in England support the progression to higher education (HE) of large numbers of young people from disadvantaged backgrounds, yet there is little research exploring the college experiences of these young people prior to entering university. The purpose of this paper is to consider the experiences of young people on Level 3 Business and Technology Education Council (BTEC) vocational courses in their progression to HE from differently positioned post-16 colleges in England. Design/methodology/approach A qualitative study was undertaken into the experiences of students on BTEC courses in four subject clusters (science, technology, engineering and maths, arts and humanities, social sciences and health) at both a Further Education College and a Sixth Form College in an area of multiple deprivation and low HE participation. Young people’s experiences of BTEC courses and the support and guidance they receive are explored through the conceptual lens of “possible selves” and using Bourdieu’s ideas of capital, habitus and field. Findings Pedagogies and practices on BTEC courses are found to support the development of relevant social and cultural capital and help young people formulate well-articulated “possible selves” as university students, even amongst students who previously had not considered university as an option. The findings illustrate how differently positioned colleges support students’ progression and identify challenges presented by an increasingly stratified and marketised system. Originality/value The study highlights the transformative potential of BTEC courses and their role in supporting progression to HE amongst young people from economically disadvantaged backgrounds. The current emphasis on standardisation and rigour as mechanisms to better equip students for HE neglects the unique contribution BTEC pedagogies and practices make to encouraging HE participation. A Bourdieusian and “possible selves” theoretical framework has provided new insights into these valuable learning processes.

scholarly journals Gendered transitions from education to work: The mysterious relationship between the fields of education and work

2017 ◽  
Vol 53 (2) ◽  
pp. 492-506 ◽  
Author(s):  
Johanna Wyn ◽  
Hernán Cuervo ◽  
Jessica Crofts ◽  
Dan Woodman
Keyword(s):  
Young People ◽  
Labour Market ◽  
Linear Relationship ◽  
Young Women ◽  
Time Structure ◽  
Paid Work ◽  
Key Dimensions ◽  
Relational Framework ◽  
The Relationship ◽  
Enduring Power

This article addresses the paradox that, despite achieving educational participation exceeding their male peers, young women see fewer returns for this investment in the labour market. We argue that this paradox is obscured by youth transitions frameworks that assume a close, linear relationship between education and work. We draw on Bourdieu’s concept of field to highlight the distinctive logics (particularly the ‘time economy’) that shape different engagements by young people in education and work. This approach reveals the enduring power of the time structure of paid work in Australia to dominate key dimensions of life, including caring work, placing many women in a situation where they feel they must ‘choose’ career or parenthood. Our analysis of the intersections and disjunctions of these different fields highlights the challenges for young women’s transitions from education to work, and highlights the need for a relational framework to critically analyse the relationship between these fields.

scholarly journals Suicides in Young People in Ontario Following the Release of “13 Reasons Why”

2019 ◽  
Vol 64 (11) ◽  
pp. 798-804 ◽  
Author(s):  
Mark Sinyor ◽  
Marissa Williams ◽  
Ulrich S. Tran ◽  
Ayal Schaffer ◽  
Paul Kurdyak ◽  
...  
Keyword(s):  
United States ◽  
Young People ◽  
Information Criterion ◽  
The United States ◽  
Youth Suicide ◽  
Primary Analysis ◽  
Seasonal Model ◽  
Time Series Analyses ◽  
Using Data ◽  
The Relationship

Objective: “13 Reasons Why,” a Netflix series, included a controversial depiction of suicide that has raised fears about possible contagion. Studies of youth suicide in the United States found an increase on the order of 10% following release of the show, but this has not been replicated in other countries. This study aims to begin to address that gap by examining the relationship between the show’s release and youth suicide in Canada’s most populous province. Methods: Suicides in young people (under the age of 30) in the province of Ontario following the show’s release on March 31, 2017, were the outcome of interest. Time-series analyses were performed using data from January 2013 to March 2017 to predict expected deaths from April to December 2017 with a simple seasonal model (stationary R 2 = 0.732, Ljung-Box Q = 15.1, df = 16, P = 0.52, Bayesian information criterion = 3.09) providing the best fit/used for the primary analysis. Results: Modeling predicted 224 suicides; however, 264 were observed corresponding to 40 more deaths or an 18% increase. In the primary analysis, monthly suicides exceeded the 95% confidence limit for 3 of the 9 months (May, July, and October). Conclusion: The statistical strength of the findings here is limited by small numbers; however, the results are in line with what has been observed in the United States and what would be expected if contagion were occurring. Further research in other locations is needed to increase confidence that the associations found here are causal.

scholarly journals How Elastic is the Labour Supply of Female Migrants Relative to the Labour Supply of Female Natives?

De Economist ◽  
2020 ◽  
Vol 168 (4) ◽  
pp. 475-517
Author(s):  
Tanja Fendel
Keyword(s):  
Labour Market ◽  
Instrumental Variable ◽  
Market Integration ◽  
Labour Supply ◽  
Labour Market Integration ◽  
Female Migrants ◽  
Using Data ◽  
The Relationship ◽  
Instrumental Variable Estimator

Abstract This study estimates the wage elasticities of migrants and natives by using data from the German Socio-Economic Panel from 1984 to 2015 and a grouping instrumental variable estimator. Female migrants who live with a partner have lower own- and cross-wage elasticities than respective female natives, and the elasticities of non-Western female migrants are insignificant. The relationship between participation and elasticity is not in all cases positive, but parallel to labour market integration, the time since migration increases the elasticities of women. Elasticities indicate the potential to increase participation; therefore, it is especially important for non-Western female migrants to remove barriers to flexible wage responses.

Making ends meet: Young people, work and the criminal economy

1989 ◽  
Vol 22 (3) ◽  
pp. 136-150 ◽  
Author(s):  
Rob White
Keyword(s):  
Political Economy ◽  
Young People ◽  
Working Class ◽  
Labour Market ◽  
Young Women ◽  
Structural Changes ◽  
Significant Proportion ◽  
Young Men ◽  
The Relationship

This paper attempts to locate changes in young people's involvement in crime, and the policing of young people, within the context of a changing political economy and the broken transitions experienced by a significant proportion of young men and young women. It begins by significant proportion of young men and young women. It begins by discussing how many young working class people have been excluded from the formal waged economy due to structural changes in the labour market. The paper then explores the relationship between the “cash crisis” affecting many unemployed school leavers, and their income and lifestyle options in the spheres of the informal waged economy, the informal unwaged economy, and the criminal economy

scholarly journals Are Saudi Girls Motivated to Learn English?

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Salwa Al harthi
Keyword(s):  
Language Learners ◽  
English Language ◽  
Possible Selves ◽  
Young Female ◽  
Teacher Interviews ◽  
Local Identities ◽  
Group Interviews ◽  
Using Data ◽  
The Impact ◽  
The Relationship

This paper is based on data drawn from Ph.D. research investigating the relationship between language and motivation. It specifically describes the motivating and demotivating factors that influence young female language learners in the Saudi context. This study aims to investigate what factors could motivate female learners of ESL classrooms. Further, the author utilizes sociocultural theory to explore what factors could affect participants’ motivation as female Muslim Arabs. She also supportsher arguments using data drawn from classroom observations, pupil focus group interviews and one-to-one teacher interviews. The current study involves 132 second-year pupils from a secondary public school in Taif city and three Saudi English language teachers.The findings indicate the impact of various social factors relevant to the Saudi identity, culture and everyday life on girls’ ESL learning in the Saudi context. Participants’ beliefs and practices of ESL appear to be influenced by certain imaginative views towards their local identities and cultures, their possible selves in the future, and the linguistic communities. In addition, findings regarding autonomy indicate that identity and culture attributes affects teachers’ and learners’ roles in the classroom and their motivation both inside andoutside the classroom. Finally, the study recommends extending the setting of the sample for future study to include more than one city in order to compare cultural and social attributes that impact ESL, ascultures and identities vary from one area to another in Saudi Arabia.

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