Youth And Social Policy: Youth Citizenship And Young Careers by Bob Coles

By Bob Coles

This ebook is meant as a key textual content for complex undergraduates in social coverage, social paintings, and youth/community paintings. it might probably even be used as a supplementary textual content for sociology of education/work/stratification, criminology, schooling, and private reference for researchers and practitioners.

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Extra resources for Youth And Social Policy: Youth Citizenship And Young Careers

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A further revision of Youth Training initiatives took place in 1991 with the introduction of Youth Training (YT). This was intended to be more focused towards the at tainment of National Vocational Qualifications (NVQs) (Ainley 1991). By the mid-1990s many of these programmes were being run under brand names, in part at least, to distance them from the poor reputation previous schemes had had with young people and their parents. Much has been written about the growth of Youth Training and much of the detail need not concern us here (Finn 1987, Gleeson 1983, 1989, Hollands 1990, Lee et al.

At the time of the first survey in England and Wales, which studied those who reached minimum school-leaving age in 1984, the 16–17-year-olds who obtained jobs clustered in sectors or segments known as “KOS” (key occupational groups for statistical purposes). In 1984, nearly a third (31%) of boys, and just over a quarter of young women (25%) obtained a full-time job outside of YTS. Yet threequarters of the young women who did so got jobs in a restricted cluster of occupations, which included clerical or secretarial work, catering, cleaning and personal services such as hair dressing or work in shops.

We further signalled that other forms of disadvantage could accrue from having a special educational need, a physical or mental disability, being brought up in the care of local authorities or involved in the criminal justice system. These will be examined in Chapters 6–8. As we describe structural changes in the labour market and education and training systems in this chapter, it should be recognized that these have a differential effect on different groups. Some may be argued to have benefited from institutional reforms and widening opportunities (such as the expansion of post-16 education).

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