wow-inequalities/02-data/intermediate/wos_sample/9b19320d5dba06dc80856671e871f237-robinson-anne/info.yaml

abstract: 'Chapter One outlined the notion of transitions - the social

  transformations that young people make on their journey to independence

  and `adult'' responsibilities. There has always been some variation, but

  transitions today are even less likely to take a straightforward and

  linear course. Young people''s plans and aspirations are shaped by the

  labour market and, specifically in the UK, the move from manufacturing

  and industry to more flexible employment, for example, in the service

  and retail sectors. So there are now more choices, but involving greater

  insecurity and risks.

  Tony Blair described his early priorities as Prime Minster as

  `education, education, education''. In this he signalled the primacy of

  education and training under New Labour as a means of tackling social

  marginalisation and exclusion. Their initial focus was on young adults

  through the New Deal for Young People (NDYP) and, related to this, the

  New Deal for Lone Parents. However, the younger age group quickly came

  under the spotlight with initiatives on truancy, school exclusions and

  training provision for 16- and 17-year-olds, as well as a reshaping of

  the 14-19 Curriculum. At the same time, new forms of guidance and

  support - both targeted and universal - became available through the

  Connexions Service.

  New Labour policy had two main facets: it concentrated on increasing

  employability rather than job creation itself and it worked to provide

  equality of opportunity rather than reducing social inequalities. In

  this respect, responsibility was again placed on the individual to

  actively make choices, to pursue opportunities and so to reap the

  benefits, particularly the benefits that were seen to accrue in terms of

  social inclusion. But inclusion is not inevitable: for some young people

  the available employment excludes even further when it is insecure,

  exploitative or isolating due to long or unsocial hours. The coalition

  government is following in much the same vein but is working in worse

  economic circumstances and in a climate of increased animosity towards

  benefit claimants, heightening geographical and social disparities.

  This chapter explores aspects of the school to work transition in the

  present social and economic context, evaluating the impact of the New

  Labour and now the coalition government''s responses to the changing

  world of work and the extension of periods in training and education.'
affiliation: 'Robinson, A (Corresponding Author), Sheffield Hallam Univ, Sheffield,
  S Yorkshire, England.

  Robinson, Anne, Sheffield Hallam Univ, Sheffield, S Yorkshire, England.'
author: Robinson, Anne
author_list:
- family: Robinson
  given: Anne
book-author: Robinson, A
booktitle: 'FOUNDATIONS FOR YOUTH JUSTICE: POSITIVE APPROACHES TO PRACTICE'
da: '2023-09-28'
files: []
isbn: 978-1-4473-0698-6; 978-1-4473-1928-3; 978-1-4473-0699-3
language: English
number-of-cited-references: '3'
pages: 69-84
papis_id: c325f132a55182540f0812088aa78746
ref: Robinson2014transitionschool
times-cited: '0'
title: The transition from school to work
type: article
unique-id: WOS:000425153900006
usage-count-last-180-days: '0'
usage-count-since-2013: '0'
web-of-science-categories: Law
year: '2014'