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

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+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
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+  insecurity and risks.
+
+  Tony Blair described his early priorities as Prime Minster as
+
+  `education, education, education''. In this he signalled the primacy of
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+  education and training under New Labour as a means of tackling social
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+  marginalisation and exclusion. Their initial focus was on young adults
+
+  through the New Deal for Young People (NDYP) and, related to this, the
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+  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
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+  the 14-19 Curriculum. At the same time, new forms of guidance and
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+  support - both targeted and universal - became available through the
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+  Connexions Service.
+
+  New Labour policy had two main facets: it concentrated on increasing
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+  employability rather than job creation itself and it worked to provide
+
+  equality of opportunity rather than reducing social inequalities. In
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+  this respect, responsibility was again placed on the individual to
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+  actively make choices, to pursue opportunities and so to reap the
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+  benefits, particularly the benefits that were seen to accrue in terms of
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+  social inclusion. But inclusion is not inevitable: for some young people
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+  the available employment excludes even further when it is insecure,
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+  exploitative or isolating due to long or unsocial hours. The coalition
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+  government is following in much the same vein but is working in worse
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+  economic circumstances and in a climate of increased animosity towards
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+  benefit claimants, heightening geographical and social disparities.
+
+  This chapter explores aspects of the school to work transition in the
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+  present social and economic context, evaluating the impact of the New
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+  Labour and now the coalition government''s responses to the changing
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+  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; Book Chapter
+unique-id: WOS:000425153900006
+usage-count-last-180-days: '0'
+usage-count-since-2013: '0'
+web-of-science-categories: Law
+year: '2014'