Learning to Be Precarious--The Transition of Young People from School into Precarious Work in Germany

Autor/inn/en	Eckelt, Marcus; Schmidt, Guido
Titel	Learning to Be Precarious--The Transition of Young People from School into Precarious Work in Germany
Quelle	In: Journal for Critical Education Policy Studies, 12 (2015) 3, S.130-155 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Foreign Countries; Vocational Education; Apprenticeships; Youth; Education Work Relationship; Transitional Programs; Economic Climate; Financial Problems; Retrenchment; Neoliberalism; Barriers; Employment Potential; Labor Market; Expectation; Interviews; Statistical Analysis; Qualitative Research; Germany + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Apprenticeship; Lehre; Jugend; Jugendlicher; Jugendalter; Wirtschaftslage; Neo-liberalism; Neoliberalismus; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Labour market; Arbeitsmarkt; Expectancy; Erwartung; Interviewing; Interviewtechnik; Statistische Analyse; Qualitative Forschung; Deutschland
Abstract	The integration of young adults into the labor market is a challenge for every society. Because Germany survived the current crisis quite well and youth unemployment rate is more or less stable, the German apprenticeship-system, Duale Ausbildung, became a kind of new role model in Europe. In this article Marcus Eckelt and Guido Schmidt analyze the downsides of the German system which are often disguised in the public discussion. Based on interview analysis and additional quantitative data it is argued that some young people on the non-academic pathway are structurally denied a straight educational career. They have to attend substitute courses, if they do not find an apprenticeship after leaving school at the age of 15/16. During the following difficult transition into work they give up expectations concerning job and life quality. In the end they gratefully accept unsecure positions in the growing low-pay sector to avoid unemployment and living on state welfare. The public discussion remains silent about their situation, which is explained as a result of neoliberal hegemony. In conclusion it is shown that pedagogics alone cannot change these serious problems of young adults, but that they have to be brought back into the political discussion. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01