The level of disorientation of young generations is growing in our modern society based on knowledge and complexity, expecially in time of crisis. One of the main evidence of this is the rate of NEETs in Europe. The term NEET is used to describe young people who are not engaged in any form of employment, education or training. The term has come into the policy debate in recent years due to disproportionate impact of the recession on young people (under 30 years old). The unemployment rate for those under thirty is nearly double the average rate. Some 14 million young people are not in employment, education or training across the Europe. There are great differences among regions and countries. Rates vary widely from around 5.5% of 15-24 year olds in the Netherlands to 22.7% in Italy (Eurofound - http://eurofound.europa.eu/it/emcc/labourmarket/youth).
For young people from an immigration background the risk to become NEETs is 70% higher than nationals. Also having a disability or health issue could be also a strong risk factor.
The economic cost of not integrating NEETs was estimated by Eurofound at over €150 billion, or 1.2% of GDP. Some countries, such as Bulgaria, Cyprus, Greece, Hungary, Ireland, Italy, Latvia and Poland are paying 2% or more of their GDP.
Second Meeting in Adana - Turkey
Written by LE.A.DE.R project staff
2nd International Meeting
5/6th May 2015 – Adana (TR)
Venue: Cukurova University - Adana
Career Management Skills: a key concept for Lifelong Guidance systems
Written by Giulio IannisCAREER MANAGEMENT SKILLS (CMS) is a strategic key concept for implementing lifelong guida
nce policies within national and regional education and employment systems.
People are becoming aware that the structure of work is changing and that the management of own career and learning process is a lifelong challenge. Education and guidance services are in charge to promote and develop these skills needed by all people for living this change and for leading actively their career paths.
Career management is based on the idea of an intentional management of work, learning and other aspects of life through reflective, evaluative and decision making processes (Haines, Scott, & Lincoln, 2003; Watts, 1998).
The European Lifelong Guidance Policy Network (ELGPN) regards career management skills (CMS) as competencies which help individuals to identify their existing skills, develop career learning goals and take action to enhance their careers.
1st International Meeting
4/5th December 2014 – Derby (UK)
Venue: Derby University - Derby
Poor research on further education makes it easy to cut funding
Written by Staff
Further education in the UK is something to be proud of. It’s efficient, agile and crammed full of talented people. For many learners, it is where they turn when they have been let down by other parts of the education system and acts as a vital route into employment. And yet, compared to universities and schools, the sector is heavily under-researched and frequently misunderstood. Perhaps because of this, it is also under siege. Whereas universities and schools have been largely protected from the full force of government cuts, further education has been hit hard. This is partly the fault of the sector, which at times has been too willing to accept the constraints of government funding rules and failed to speak out against changes. But a lack of research has also made it vulnerable to being pushed down the government’s priority list – there is simply not enough research on the positive impact further education has on the economy and society. Unlike the university and school sectors, there isn’t a proliferation of academic journals and collaborative research initiatives.
Labour must commit to creating equality across the education system
Written by Giulio Iannis
Recently Liam Byrne published a document setting out his vision for further and higher education policy. There’s a lot to be positive about in the report – it’s clear that the shadow minister for universities, science and skills understands the real potential that a revitalised vocational education system has in fuelling economic growth and improving people’s prospects.
How can colleges encourage more women into leadership positions?
Written by Staff
Although the situation is improving, the further education sector still faces a gender imbalance at leadership level. In 2013 41% of college principals were women – a steady rise from the 36% in 2009, according to research by the Women’s Leadership Network. When it comes to governance, however, the gap is much starker. Twice as many men than women are on governing boards and only 17% of boards are chaired by a woman. Before thinking about practical steps to encourage more women into leadership positions, it’s important to reflect on why it matters.