By Lucas Walsh
Is the present business version of education in a position to getting ready youngsters for contemporary operating existence? This publication presents an unsettling photograph of the demanding situations youngsters face following the uncertainty of the worldwide monetary drawback. It asks no matter if academics and education may be able to give you the talents wanted in a latest worldwide economic climate.
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Additional resources for Educating Generation Next: Young People, Teachers and Schooling in Transition
This applies in advanced economies such as Australia as well as in developing countries, such as Argentina, Brazil and Indonesia. Following Indonesia’s ﬁnancial crisis in 1997, young people forced out of work were less likely to be in work ten years on ‘and if they were, to have only informal jobs’ (The Economist 2013b). Following the GFC, the signiﬁcant increase in young people’s disengagement from work in 2008–09 heightened concerns for the effect of this across young people’s lives (Robinson & Lamb 2009).
Young people living in disadvantaged communities have less connection with people who are employed, university educated or living outside the area (Pope 2006). They often have limited access to the networks and connections that can provide the opportunities for social and economic wellbeing (Tennant et al. 2005). They have less exposure to people working in skilled and professional contexts and are less likely to form a positive association between school and work than their more afﬂuent peers (Todhunter 2009).
Despite downward trends in full-time employment, the percentage of teenagers seeking work has maintained a fairly stable rate. Data published in 2012 suggested that more than one in ﬁve teenagers not engaged in education indicated they were trying to ﬁnd full-time work (Robinson & Lamb 2012, p. 11). 3 per cent) (Australian Workforce Productivity Agency 2014, p. 13). By mid-2013, over one in ﬁve teenagers who were not Young People, Precarity and a Workforce in Transition 23 engaged in education were trying to get full-time employment (Stanwick et al.