99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Diversity of Pathways for Beneficiaries of an Integration Scheme: the Example of the Garantie Jeunes
Oceane Vilches
Université de Bourgogne, France
Presenting Author: Vilches, Oceane
On January 1, 2020, INSEE counted 73.6 million young people aged 18 to 29 in Europe. This usual categorization of youth within the 15-29 age group does not meet with consensus in the literature. Indeed, defining what is meant by the term "youth" is not easy (Dubet, 1996). Since 2008, the economic crisis has had a real impact on young people, worsening their conditions of access to employment and particularly for the least qualified among them (Batard et al., 2012; Galland, 2012; Di Paola et al., 2018). Thus, despite a slight decrease, youth unemployment remains a concern. Yet, taking an interest in youth unemployment, and more broadly in their standard of living appears to be a real societal issue (Blaya, 2012; Schoeneberger, 2012). Indeed, not being employed would have both psychological and social consequences on the individual (Demers, 1983). Also, their situation would be correlated to the risks of delinquency (Fougère et al., 2005). As a result, many public policies have targeted youth. Thus, the interest in educational, professional and social integration is part of the development of the Missions locales with the Bertrand Schwartz report in 1981. Since then, we have observed a juxtaposition of measures in favor of this category of the population (Labadie, 2020). Our paper proposes to focus on the Garantie jeunes(GJ). The GJ corresponds to the declination of the European strategy deployed in the face of youth unemployment and was largely inspired by the Nordic countries (Wargon & Gurgand 2013). Indeed, youth guarantees were first created in the 1980s and 1990s in Scandinavian countries: first in Sweden (1984), then in Norway (1993), Denmark (1993) and Finland (1996) (Can, 2015). Introduced in 2012 in France as part of the National Conference against Poverty and for Inclusion, the main objective of this scheme is to support beneficiaries towards autonomy for one year (Wargon & Gurgand, 2013). The proposed follow-up is initially collective, then based on professional immersions in a "work first" logic (Farvaque et al., 2016). The Garantie jeunes targets vulnerable NEET youth, i.e., young people who are neither in school, nor in employment, nor in training, and who do not receive any support from their parents. However, the NEET category includes a variety of youth profiles. On this subject, Eurofound (2012) identifies five sub-categories: "young people registered as job seekers", "young people unavailable on the labour market", "the disengaged", "opportunity seekers" and "voluntary NEET". Our research problem is set in this context. More specifically, three major studies have been conducted on the Garantie jeunes and have considered the changes induced within the Missions locales, the target reached, and the effect generated on its beneficiaries (Farvaque et al., 2016; Loison-Leruste et al., 2016; Gaini et al., 2018). We propose to differentiate ourselves by considering the professional and social insertion of youth as well as their social skills. Thus, we first ask what is the profile of the young people who enter the GJ scheme? What are their past educational and professional experiences? What are their motivations? The answers to these questions will show that the profile of these young people is based on a diversity of situations. Based on this observation, we will look at their pathways after their support in the program. We will then see that three profiles can be identified.
Methodology, Methods, Research Instruments or Sources UsedThis paper is the result of a thesis work conducted between 2019 and 2022. The methodology adopted is "qualitative". Indeed, it is based on the questioning of beneficiaries of the Garantie jeunes through semi-structured interviews. This was the most appropriate way to understand the pathways of young people because it is part of a search for meaning (Paillé & Mucchielli, 2003). These interviews took place in three stages: at the beginning of the support, at six months and at the end of the program, in order to understand the continuity of the pathways. In total, fifty-five semi-structured interviews were conducted, lasting from twenty minutes to one hour. It was possible to reconstruct the life course of 16 young people. The first interview focused on the youth's previous experience, with questions about their professional and educational experiences and their social skills. The second interview questioned the young person's opinion on the group phase and their first professional experiences in the program. And the third interview was based more on an assessment of the support in order to gather their opinion on the Garantie jeunes. In addition, about twenty days were devoted to direct observation and participation in the workshops offered to the young people. In total, thirty-five of them were observed one or more times and consisted, for example, of having the young people work on their cover letters, job interviews or oral expression. During these moments, we annotated our observations in a field journal. These notes could be descriptive, analytical, methodological or personal. At the end of each day, we took the time to write a report of our observations. All of the data was analyzed thematically using NVivo software.
Conclusions, Expected Outcomes or FindingsSeveral results can be presented. First, concerning the profile of the beneficiaries of the program, we can say that their backgrounds are relatively varied. Indeed, even if their situations are precarious, they have different educational and professional experiences. Thus, some of them have a level 3 diploma, either a CAP or a BEP. As for the others, they finished their schooling early and can be considered as "school dropouts". These young people had early learning difficulties, had repeated a year or had been bullied at school. Also, the professional experiences before entering the program are more or less long. Some of them had completed internships as part of their studies, while others had obtained permanent contracts. In addition, several of them have had civic experiences such as volunteering in associations. Their entry into the program is based on various motivations: a desire to be supported in their search for a job, a professional project, but also financial motivations. All of these results demonstrate the diversity of the profiles that are involved in an integration program, in this case the Garantie jeunes. Secondly, we propose to present the situation of these young people at the end of their support in the scheme. It appears that the Garantie jeunes has a different impact on its beneficiaries. Three profiles are identified: one for whom the program acted as a springboard, a second as a transitional stage and a third as a temporary halt. The professional and social integration of these three groups differed, as did the development of their social skills. Thus, we will see that it is the first group that has developed the skills most expected on the job market.
ReferencesBatard, P.-É., Ferrari, N., & Saillard, E. (2012). Le chômage des jeunes : Quel diagnostic ? Économie & prevision, 200 201(2), 207 215. https://doi.org/10.3917/ecop.200.0207
Blaya, C. (2012). Le décrochage scolaire dans les pays de l’OCDE. Regards croisés sur l’economie, 12(2), 69 80. https://doi.org/10.3917/rce.012.0069
Can, S. (2015). La garantie européenne pour la jeunesse. Courrier hebdomadaire du CRISP, 2263, 5 45. https://doi.org/10.3917/cris.2263.0005
Eurofound. (2011). Young people and NEETs in Europe : First findings. European Foundation for the Improvement of Living and Working Conditions. https://movendi.ngo/wp-content/uploads/2015/03/NEET-and-youth-unemployment.pdf
Farvaque, N., Kramme, C., & Tuchszirer, C. (2016). La Garantie jeunes du point de vue des missions locales : Un modèle d’accompagnement innovant, mais source de bouleversements organisationnels (Rapport de recherche No 102; p. 137). Le cnam ceet.
Gaini, M., Guillerm, M., Hilary, S., Valat, E., & Zamora, P. (2018). Résultats de l’évaluation quantitative de la Garantie jeunes. Quels publics, quels accompagnements et quelles trajectoires des bénéficiaires ? Travail et emploi, 153(1), 67 88. Cairn.info. https://doi.org/10.4000/travailemploi.7933
Galland, O. (2012). Une jeunesse française divisée. Entretien avec Olivier Galland. Études, 416(1), 33 43. https://doi.org/10.3917/etu.4161.0033
Loison-Leruste, M., Couronné, J., & Sarfati, F. (2016). La Garantie jeunes en action : Usages du dispositif et parcours de jeunes (p. 134) [Rapport de recherche]. CEET - Centree d’études de l’emploi et du travail. https://hal-cnam.archives-ouvertes.fr/hal-02306050/file/101-garantie-jeunes-en-action-usages-du-dispositif-et-parcours-de-jeunes.pdf
Paillé, P., & Mucchielli, A. (2012). L’analyse qualitative en sciences humaines et sociales. Armand Colin. https://www.cairn.info/l-analyse-qualitative-en-sciences-humaines--9782200249045.htm
Schoeneberger, J. (2012). Longitudinal Attendance Patterns : Developing High School Dropouts. The Clearing House, 85, 7 14. https://doi.org/10.1080/00098655.2011.603766
Wargon, E., & Gurgand, M. (2013). Garantie jeunes : Synthèse des travaux du groupe AD HOC (p. 20). Délégation générale à l’Emploi et à la Formation professionnelle. https://www.federationsolidarite.org/wp-content/uploads/2020/09/Synth%C3%A8se_des_travaux_Garantie_Jeunes_Version_du_5_juin_2013_final.pdf
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Young People at Risk in Vocational Education: the Social Ecology of Risk Factors for Vocational Students
Inna Bentsalo
Tallinn University, Estonia
Presenting Author: Bentsalo, Inna
Current topic focuses on at-risk youth and the role of vocational education institutions –the social ecology of risk factors for vocational students. Combating social exclusion and supporting risk groups (early school leavers, low-skilled workers, immigrants, unemployed) has been a high priority in European Union (EU) policy for the last decade. There are not many studies focusing on the Estonian context about the role of vocational education and workplace training (VET) on the social inclusion of at-risk youth. (OECD 2016) The students in VET institutions tend to be increasingly diverse in terms of educational and professional background, motivations and competence levels. Vocational education tends to be a second-choice solution for graduates of the general education institutions with lower educational outcomes and often tends to be an attractive choice for young people from less economically secure families. (Loogma et al, 2019). Therefore, vocational teachers ́ professional roles have diversified and teachers perceive the social work as forming an increasingly big part of their workload (Ümarik & Rekkor, 2013; Sirk et al., 2019). According to an interview study conducted among vocational teachers (Sirk et al., 2019) Even among the graduates of vocational schools the low level of generic skill, including social skills has been outlined as a problem by employers. (Nestor & Nurmela, 2013) and also as a most important risk factor for becoming NEET youth.Different projects targeted to risk youth, NEETs or young people with potential risk of dropping out from school have been carried out with the support of European Social Fund or government funding, but these initiatives have often been related to youth work providers, open youth centers or general education schools. But the problem is that VET institutions are rarely involved in these projects. Therefore, too many young people leave education or vocational education too soon (Cedefop, 2017). Youth at risk who dropout from school and early leavers are at greater risk of long-term unemployment, poverty and crime, and cost the European economy. (Reiska, 2018) Social ecology is treated not as the established and consistent theory, but rather as a methodological approach to analyze complex phenomena (e.g Weaver-Hightower, 2008, Evans et al, 2011, Evans, 2020). In the case of social ecological analysis, two main analytical directions can be distinguished. Bronfenbrenner’s ecological system theory (1979). Another option of applications of the socio-ecological approach is more related to macro-level analysis, the analysis of organizations and different social groups (Evans et al, 2011, p. 356) Both approaches share the idea of dynamic and multi-level interdependencies that enable ecology to function and sustain itself.
The aim of the research is to find out the social and individual factors that increase and/or decrease the risk factors of at-risk youth in initial vocational education and their interactions in the context of an individual learning path.Based on this, the risk factors of young people at risk of dropping out of vocational education are discussed from a socio-ecological approach, paying attention to the limitations and opportunities experienced in their individual learning paths and the role of vocational education in preventing risk factors.
RQ1. How do young people at risk of dropping out themselves describe their individual learning path and understand how different social and institutional environments and communities have supported or hindered them? RQ2. What are the experiences and perceptions of institutional and personal risk factors in vocational education and possible support measures and their effectiveness in vocational education? RQ3. What practices and methods are implemented in vocational education institutions and the community that increase the social inclusion of young people at risk of dropping out and reduce the risk of dropping out of vocational education?
Methodology, Methods, Research Instruments or Sources UsedThe theoretical framework for research instruments consist of socio-ecological approach (Evans, Waite, Kersh, 2010) and resilience approach (Zimmermann, 2013). The social ecology approach means that individuals are learning, developing, and acting in a complex system of various social environments and structures, actors, and interrelationships (Jacobson, Wilensky, 2006; Evans et al, 2011). The socio-ecological approach is aligned with the resiliency approach, which emphasizes positive factors in young people’s lives as the basis for positive change strategies (Zimmermann, 2013). The social ecology approach will be at the basis for the analysis of the data, enabling understanding of the role of various social environments that young people at risk have been involved in, their learning and development paths, as well as identifying the factors enabling the development of their competences and exercising of their agency. The focus in the study is on identifying and promoting the positive personal strategies and factors supporting the strengths of young people. The idea is to understand the transitions between different levels of schooling as presenting possibilities for change and transformation in term of young people’s self-understanding regarding educational strategies. The interview guide is scripted to the notion of a semi-structured interview following Kvale and Brinkmann (Kvale, 2007; Kvale & Brinkmann, 2015). For the semi-structured type of interview, the guide will include an outline of topics to be covered, with suggested questions (Kvale & Brinkmann, 2015). The interviews in narrative study will not follow a strictly predetermined sequence but will instead be determined by the local context, as well as “the interviewer’s judgment and tact that decides how closely to stick to the guide and how much to follow up the interviewee’s answers and the new directions they may open up. The interview is based on the chronology of narrative research, in which the questions will be about past - present – future, but the topics are not given in a specific order. (Bruner, 1990, 1996, 1997; Riessman, 2008)
Conclusions, Expected Outcomes or FindingsThe preliminary results show that the life and learning path of at-risk youth is mainly influenced by the primary school experience prior to vocational school, and the influences have been teachers and peers. In turn, the primary school experience can be influenced by family background and related bullying in primary school. Thus, as a result of the confluence of many unfortunate circumstances such as lack of family support, school bullying, negative labeling in elementary grades, the self-esteem and self-confidence of at-risk youth drop, which has long-term effects in their learning. This can be interrupted by the systematic implementation of intervention methods that can support the self-confidence of at-risk students. In summary, the expected research results are as follows:
- as a result of the integration of student interview data, a self-regulating social ecology model of the risk situation of vocational students will be described;
- as a result of the inductive analysis of the texts of student interviews, the roles and activities of individuals belonging to the social ecology of the main risk students in vocational education are clarified;
- finding out the factors under the control of vocational schools and discussing the possibilities and limitations of empowering at-risk students in the context of vocational education.
ReferencesAndersen,D., Ravn, S., & Thomson, S. (2020). Narrative sensemaking and prospective social action: Methodological challenges and new directions. International Journal of Social Research Methodology, 23(4) 367-375. doi: 10.1080/13645579.2020.1723204
Bruin, M., & Ohna, S.E.(2015) Negotiating Reassurance: Parents' Narratives on Follow-Up after Cochlear Implantation. European Journal of Special Needs Education, p 518-534
Chase, S.E. (2011) Narrative Inquiry: Still a field in the making. In N.K Denzin and Y.S. Lincoln (Eds.) The SAGE Handbook of Qualitative Research, 4th edn. Thousand Oaks: Sage, 421-434
Creswell, J. W. (2007). Qualitative inquiry & research design. Choosing among five
approaches. London. Thousand Oaks: Sage Publications Ltd.
Evans, K., Waite, E. (2010) Stimulating the innovation potential of ‘routine’ workers through workplace learning. https://doi.org/10.1177/1024258910364313
Evans K. , Waite E. , and Kersh N. ( 2010) Towards a Social Ecology of Adult Learning in and Through the Workplace. The Sage Handbook on Workplace Learning. London: Sage.
Jacobson, M. J., & Wilensky, U. (2006). Complex Systems in Education: Scientific and Educational Importance and Implications for the Learning Sciences. Journal of the Learning Sciences, 15(1), 11–34. https://doi.org/10.1207/s15327809jls1501_4
Loogma, K., Ümarik, M., Sirk, M., & Liivik, R. (2019). How history matters: The emergence and persistence of structural conflict between academic and vocational education: The case of post‐Soviet Estonia. Journal of Educational Change, 20, 105–135. https://doi.org/10.1007/s10833-018-09336-wNestor,
Ümarik, M., & Rekkor, S. (2013). Diversification of students and professional roles of
vocational teachers: Teachers’ individual approaches to negotiate work identities. In J. Mikk, M. Veisson, & P. Luik (Eds.), Change in teaching and learning, 5 (pp. 9−26). Frankfurt am Main: Peter Lang.
Thomson, R. (2009). Unfolding lives: Youth, gender and change. Bristol: Policy Press.
Zimmermann, M., (2013) Resiliency Theory: A Strengths-Based Approach to Research and Practice for Adolescent Health. Health Education & Behavior 40(4): 381-3. Doi:10.1177/1090198113493782
Collins, S.L, Carpenter, S.R., Swinton, S.M., Orenstein, D.E., Childers, D.L., Gragson, T.L., Grimm, N.B., Grove, M.J., Harlan, S.L., Kaye, J.P., Knapp, A.K., Kofinas, G.P., Magnuson, J.J., McDowell, W.H., Melack, J.M., Ogden, L.A., Robertson, G.P., Smith, M.D and Whitmer, A.C. (2010). An integrated conceptual framework for long-term social–ecological research. Frontiers in Ecology Environment, 2011; 9(6): 351–357, doi:10.1890/100068
Evans, K., Waite, E., Kerch, N (2014). Towards a Social Ecology of Adult Learning in and through the Workplace. In: The Sage Handbook of Workplace Learning
Evans, K (2020). Learning Ecologies at Work. Ronald Barnett and Norman Jackson (eds). Ecologies for Learning and Practice. Emerging Ideas, Sightings, and Possibilities, pp 163-176
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Why Children Are Out of School in Rautahat, Nepal?
Sweta Adhikary1,2
1Kathmandu University School of Arts, Nepal; 2The Global Partnership for Education Knowledge and Innovation Exchange (KIX) for Effectiveness and Scalability of Programs for Children Who Are Out of School and at Risk of Dropping Out in Bangladesh, Bhutan and Nepal
Presenting Author: Adhikary, Sweta
Despite increased enrollment, dropout rates remain a problem in the education system in Nepal. 36 out of 100 students who enrolled in grade one had dropped out by the time they reached grade ten (Ministry of Finance, 2021). According to another study published by the Government of Nepal, UNESCO, and the United Nations Children's Fund in 2016, dropout rates sharply increase after grade five and are highest in grade eight, with only 74.6% of students progressing from grade 5 to grade 8.
CEHRD (2021) reports that there are 3,780 children between the ages of 5 and 12 in Rautahat district of Nepal who do not attend school. In Rautahat, it is common for students to not attend school or drop out easily, partly because they can easily find work in India, which borders the district (Islamic Relief Worldwide, 2020).
Rautahat has the lowest literacy rate among all 75 districts in Nepal, and it is estimated that about one third of children in the district do not go to school. Despite the accessibility of schools nearby, many children in the district do not attend school (Thakur, 2013). Rautahat district has the lowest school performance rating in Nepal and this is often attributed to the high poverty rate in the district (Bhattarai, 2019).
During the 2018/19 academic year, over 100 children from Chetnagar Village in Chandrapur, Rautahat enrolled at the local Sindhure Ghari Secondary School. However, after only six months, none of these children are attending school. Instead, they can be seen playing in the village on school days (Puri, 2019).
There are several efforts made by the government, such as; free education for all up to the age of 16, free distribution of books and stationeries, scholarship provisions, mid-day meals, offer different training sessions to teachers and headteachers, and also sometimes support building of classrooms in required places. Moreover, the government has also worked with different stakeholders to improve the WASH facilities of the schools, make schools more accessible, and create a conducive learning environment for students. Furthermore, the government also initiates different campaigns to encourage students to go to school. It conducts enrollment campaigns every year at the beginning of the session (Ministry of Education, Nepal, 2020).
Despite all these efforts, the existing data on the numbers of out of school children and dropout suggests that, there is still room of more efforts and improvements to be made. Hence, this study aims to uncover some reasons as to why are students dropping out of schools and not attending schools despite schools being proximal in Rautahat district of Nepal.
The ecological systems theory will be used as a theoretical foundation for the research, which aims to understand the multiple factors influencing school attendance in children and their interrelationships between those factors. It identifies five environmental systems that an individual interacts with: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. The microsystem refers to the immediate institutions and groups that impact an individual's development, including their family, school, and community. The mesosystem consists of connections between microsystems, such as the relationship between the family and the school. The exosystem involves links between social settings that do not directly involve the child, such as a parent's work environment or earning. The macrosystem refers to the overarching culture that influences the child, and the chronosystem includes elements that can change over time, such as historical events and transitions (Bronfenbrenner, 1979). The research tries to comprehend the many aspects that affect children's school attendance by taking into account all of these systems.
Methodology, Methods, Research Instruments or Sources UsedResearch Paradigm
This study has been guided by interpretive paradigm. This is because this paradigm allows the researcher to closely engage with the respondents to deepen the understanding and perceive things and issues from their point of view. Interpretive paradigm aims to bring the practices of the participants and their reality. Additionally, the issues dealt by this research paradigm are normally subjective therefore this study is a qualitative research study.
Population, Study Site and Sampling
The data from the UNESCO report "Literacy Status in Nepal" showed that the district of Rautahat has the lowest literacy rate in Nepal. Therefore, the study was conducted in Rautahat using judgmental sampling. Out of the 18 municipalities in the district, only two were rural, and one of those named ‘Durga Bhagwati’ was randomly selected for the study. All of the17 public schools in the municipality were included in the study.
The participants in the study included the headteachers along with two teachers from each school, 210 students in grades five to eight from all 17 schools, 13 parents of students attending any of the 17 schools, 5 community representatives from communities near the schools, and the municipality head and education officer of the rural municipality. The teachers, parents, and community representatives were all chosen using convenience sampling. The students were purposefully chosen to maintain best gender balance possible for focus group discussions.
Data Collection Tools and Procedure
Tools used for primary data collection was observation checklist, probing questions for focus group discussions, and semi-structured questionnaire for interviews. Preparation of these tools was guided by the knowledge generated from literature review, and research purpose.
The observations were recorded through written descriptions, and the focus group discussions and interviews were conducted by the researcher using the questionnaire as a guide to ask relevant questions. The responses to the interviews and discussions were recorded in writing. The data collection took place over a period of six months, through multiple interactions with various groups of respondents.
Ethical Considerations
In order to remain ethical and stay strong on moral grounds, the sample school and the participants were informed about the study and its procedures. Also, the study was conducted only after receiving proper consent from them. Also, they were assured about confidentiality of the information provided and their identity. Furthermore, an ethical and comfortable behavior was maintained during interaction and communication too.
Conclusions, Expected Outcomes or FindingsThe major outcomes are analyzed and understood through different systems of Bronfenbrenner's ecological systems theory.
At the microsystem, the child's negative attitude towards the school system and the teachers' teaching methods can be seen as a result of the child's direct experiences within the school. Additionally, the norm of migrating abroad for work at a very young age has also been contributing to this negative attitude because the children have been seeing their peers succeeding and improving their lives through migration, leading them to view the education system as less valuable.
At the mesosystem level, the negative perspective of parents towards the school, its management, and teachers have also influenced the child's attitudes towards the school. The children and their parents, are very concerned about their future because they feel that their school is not adequately preparing them for it. They have therefore started preparing themselves for their future in their own way based on their individual knowledge and capacity.
At the exosystem, the government's policy of; liberal promotion is leading to children being promoted without ensuring learning, and sanctioning of deficient budget is impacting the student's proper learning experience at school.
At the macrosystem, factors such as not sending children to school during festivals and seasons of harvesting and the opportunity cost of sending the child to school instead of farm or other wage work, can be seen as cultural and societal factors that impact the education system.
At the chronosystem, the local level leaders at Durga Bhagwati Rural Municipality still haven’t taken a prominent step for the reform in education system. Additionally, the understanding of contribution towards school is still limited to resources distribution rather than focusing on improving the quality of education.
Hence, it seems crucial to improve school performance, instead of just encouraging students’ school attendance.
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Islamic Relief Worldwide. (2020). Hidden in plain sight: A study of child labour and human trafficking in Rautahat, Nepal. Washington DC: Islamic Relief Worldwide.
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Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. The Sage handbook of qualitative research, 4(2), 97-128.
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Puri, S. (2019). A majority of Musahar children in a Rautahat village don’t go to school. Rautahat: The Kathmandu Post.
Roy, R. R., & Sharma, B. P. (2019). Economic cost of absentee and dropout students in public schools of Nepal. The Economic Journal of Nepal, 1-11.
Rumberger, R. (2008). Why students drop out of school: A review of 25 years of research. Santa Barbara: California Dropout Research Project, University of California.
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