Navigating a "Zombie" System: Youth Transitions from Vocational Education in Post-Soviet Russia

Autor/in	Walker, Charles
Titel	Navigating a "Zombie" System: Youth Transitions from Vocational Education in Post-Soviet Russia
Quelle	In: International Journal of Lifelong Education, 26 (2007) 5, S.513-531 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Educational Objectives; Labor Market; Young Adults; Education Work Relationship; Foreign Countries; Socioeconomic Background; Vocational Education; Educational Opportunities; Employment Opportunities; Educational Environment; Disadvantaged Youth; Economic Change; Social Change; Administrative Organization; Educational Policy; Educational Principles; Educational Philosophy; Student Attitudes; Russia + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Labour market; Arbeitsmarkt; Young adult; Junger Erwachsener; Ausland; Sozioökonomische Lage; Ausbildung; Berufsbildung; Bildungsangebot; Bildungschance; Berufschance; Beschäftigungschance; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Benachteiligter Jugendlicher; Ökonomischer Wandel; Sozialer Wandel; Politics of education; Bildungspolitik; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Schülerverhalten; Russland
Abstract	In recent years sociologists of youth have drawn attention to the growing disparity between the stated goals of education and labor market policies on the one hand, and the changing priorities, choices and experiences of young people on the other. This article explores a similar disparity in the transitions of young people graduating from vocational training (IVET) colleges in post-Soviet Russia. While the IVET system continues to attempt to foster an ideal-type transition from school to work, the quality of the jobs available to young people at the end of this transition has been vastly undermined by the collapse of the old Soviet economy. Rather than following straightforward transitions into industrial and agricultural enterprises, graduates of the IVET system are focused on the perceived opportunities available to them through the newly expanded further and higher education sectors. In this context, as in many Western countries, transitions from IVET colleges have become both "destandardized" and "individualized"; the young people in the research were taking individual responsibility for their labor market prospects by pursuing prolonged periods of combined work and part-time study. In exploring their experiences of transitions through emerging educational structures, however, the article identifies familiar disadvantages rooted in social background. (Contains 8 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10