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19 pages, 1836 KiB

Open AccessArticle

Key Elements in Facilitating Student Transitions from Education to Work in The Netherlands

by Famke de Boer, Vera Schuurmans, Merel Wolf, Ada ter Maten-Speksnijder and Minne Bakker

Soc. Sci. 2025, 14(7), 416; https://doi.org/10.3390/socsci14070416 - 2 Jul 2025

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Abstract

Many vocational education and training (VET) students in the Netherlands struggle with the transition from education to the labour market, resulting in high dropout rates. VET institutions are actively seeking effective mechanisms to support their students during this transition. This research explored valuable [...] Read more.

Many vocational education and training (VET) students in the Netherlands struggle with the transition from education to the labour market, resulting in high dropout rates. VET institutions are actively seeking effective mechanisms to support their students during this transition. This research explored valuable strategies identified by education professionals to facilitate a sustainable transition from education to the labour market. This study employed a realistic evaluation framework using CIMO-logic (which focuses on the Context, Intervention, Mechanism, Outcome) for analysis in order to gain insight into the processes of change. In total, four cases were studied at two Dutch educational institutions. The research followed an inductive approach using within-case and cross-case analyses. Five key elements were identified: skills and competencies, Self-insight, Self-efficacy, Building a professional network, and bridging education and practice. In school-to-work guidance for VET students, these elements are relevant to consider in guidance programs. Full article

(This article belongs to the Special Issue Rethinking the Education-to-Work Transition for Young People)

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22 pages, 1000 KiB

Open AccessArticle

Navigating Non-Linear Education-to-Work Trajectories: Integration of Ubuntu to Enhance the Readiness Programs

by Adalbertus Fortunatus Kamanzi, Nangula Iipumbu, Judith Namabira and Hedvig Nyanyukweni Mendonca

Soc. Sci. 2025, 14(7), 408; https://doi.org/10.3390/socsci14070408 - 26 Jun 2025

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Abstract

The transition from school to university and subsequently into the workforce is increasingly non-linear, shaped by diverse socio-economic realities and interrupted learning pathways. This study examines the effectiveness of Readiness Programs in preparing students for higher education and explores the potential of integrating [...] Read more.

The transition from school to university and subsequently into the workforce is increasingly non-linear, shaped by diverse socio-economic realities and interrupted learning pathways. This study examines the effectiveness of Readiness Programs in preparing students for higher education and explores the potential of integrating the African Ubuntu philosophy to enhance these programs. Using a quantitative research design, a structured survey was administered to 1132 participants enrolled in the University of Namibia’s 2024 Readiness Program. Descriptive statistics and ordered logistic regression were employed to analyse key predictors of readiness, including program structure, delivery, academic skills, and resilience to challenges. The findings indicate that program delivery, improved academic skills, and academic performance significantly influence students’ readiness to pursue university studies, while resilience to personal challenges shows a weaker correlation. The results suggest that structured interventions play a more pivotal role than individual perseverance in ensuring academic preparedness. The study concludes that integrating Ubuntu principles, such as communal support, ethical leadership, and collaborative learning into readiness programs can strengthen student engagement and institutional inclusivity. This integration aligns with decolonial imperatives in African higher education and contributes to more contextually relevant, supportive, and transformative readiness initiatives. Full article

(This article belongs to the Special Issue Rethinking the Education-to-Work Transition for Young People)

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16 pages, 259 KiB

Open AccessArticle

Microcosms of the Skills Ecosystem: Building Communities of Practice (CoPs) to Tackle Food Insecurity and Youth Unemployment in Northern Mozambique

by Paulo Guilherme, Ndjate Kinyamba Junior and Ana Carolina Rodrigues

Soc. Sci. 2025, 14(7), 396; https://doi.org/10.3390/socsci14070396 - 23 Jun 2025

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Abstract

This article reflects on a capacity-building project co-designed with two universities in northern Mozambique to strengthen partnerships in the educational sector in addressing local issues of youth unemployment and food insecurity. The project focused on building communities of practice (CoPs) around the three [...] Read more.

This article reflects on a capacity-building project co-designed with two universities in northern Mozambique to strengthen partnerships in the educational sector in addressing local issues of youth unemployment and food insecurity. The project focused on building communities of practice (CoPs) around the three secondary-level schools delivering agricultural education and training with the participation of universities’ lecturers from agricultural universities as well as students and rural communities. These three CoPs became collaborative networks foregrounded in participatory action research that allowed for a joint production of knowledge. Because of this, we propose to frame these CoPs as microcosms of an expanded skills ecosystem that exists on a territorial level and encompasses diverse forms of knowledge. Despite the impacts of the COVID-19 pandemic, CoPs created opportunities for students to do practical work that is often lacking in training and, especially, to encounter entrepreneurship possibilities that can facilitate education–work transitions. With this experience in mind, we ask ourselves, how can CoPs harness skills development towards the education–work transition for youth in agriculture? Our insights into this question are based on three years of project implementation (2021–2023) and, hopefully, will contribute to better understand the role of vocationally trained youth for Mozambique’s agricultural development. Full article

(This article belongs to the Special Issue Rethinking the Education-to-Work Transition for Young People)

21 pages, 1074 KiB

Open AccessArticle

Navigating Contradictions: Insight into the Development of Career Agency of Young Adults in Vulnerable Positions

by Marijn Neuman, Marco Mazereeuw and Monique Volman

Soc. Sci. 2025, 14(6), 328; https://doi.org/10.3390/socsci14060328 - 25 May 2025

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Abstract

In the Dutch labor market, where the number of vacancies exceeds the number of unemployed, many young adults still struggle to find meaningful work. This article explores their experiences as they develop career agency while encountering obstacles and barriers. Career agency is understood [...] Read more.

In the Dutch labor market, where the number of vacancies exceeds the number of unemployed, many young adults still struggle to find meaningful work. This article explores their experiences as they develop career agency while encountering obstacles and barriers. Career agency is understood as an emergent phenomenon, shaped by both external limitations and intrapersonal development. Considering its relational and dialectical nature, we use Cultural-Historical Activity Theory (CHAT) to explore complex agency development among young adults. Through in-depth interviews with 25 young adults, we identified four types of contradictions. These contradictions, often characterized by conflicting motives, can be paralyzing. Some emerge between personal motives and external environments, while others stem from conflicting internal motives. Although such contradictions may hinder career agency, they can also stimulate development and professional growth. Our analysis further highlights formative intraventions. In some instances, we discovered that young adults adjusted their motives, norms, values, and needs to align with the expectations of their new environments, or they took a stance to change those environments. The ability to envision possible actions within their context appears to be crucial. Understanding these contradictions and responses can help mentors develop interventions that support young adults in navigating labor market challenges and building sustainable careers. Full article

(This article belongs to the Special Issue Rethinking the Education-to-Work Transition for Young People)

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10 pages, 199 KiB

Open AccessArticle

Career Competencies, Preparing Students for the Future

by Marinka A. C. T. Kuijpers

Soc. Sci. 2025, 14(5), 291; https://doi.org/10.3390/socsci14050291 - 9 May 2025

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Abstract

The changing nature of the labor market demands lifelong development of employees. This places a new responsibility on education to prepare students for a future of lifelong development. An important aspect of this preparation is the development of career competencies. Career competencies are [...] Read more.

The changing nature of the labor market demands lifelong development of employees. This places a new responsibility on education to prepare students for a future of lifelong development. An important aspect of this preparation is the development of career competencies. Career competencies are examined from different perspectives. Two meta-studies, analyzing 77 and 80 international studies, highlight two key theories for understanding career competency development: the Intelligent Career Theory (ICT) and the Social Cognitive Career Theory (SCCT). This article aims to provide deeper insight into career competencies for students by analyzing them conceptually through various theoretical lenses and linking them to research on educational practice in the Dutch context, where development of career competencies is a mandatory part of the pre-vocational and secondary educational curriculum. The ultimate goal is to develop recommendations for designing a learning environment that fosters career competency development in students. Full article

(This article belongs to the Special Issue Rethinking the Education-to-Work Transition for Young People)

17 pages, 210 KiB

Open AccessArticle

The Struggle to Maintain Schools in Times of War

by Izabel Ramadan and Michal Razer

Soc. Sci. 2025, 14(5), 279; https://doi.org/10.3390/socsci14050279 - 29 Apr 2025

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Abstract

This article explores the distinct challenges facing Arab school principals in Israel, particularly in the context of existential fears stemming from a complex political landscape and rising violence in schools. These concerns are intensified by feelings of isolation from decision-making processes and the [...] Read more.

This article explores the distinct challenges facing Arab school principals in Israel, particularly in the context of existential fears stemming from a complex political landscape and rising violence in schools. These concerns are intensified by feelings of isolation from decision-making processes and the ineffectiveness of policies aimed at addressing the specific needs of Arab communities. Through an action research approach, this study analyzed the experiences of 15 elementary school principals over four years and introduced an intervention model called “empathetic inquiry”. This model, comprising four stages, creating a safe space for emotional expression, framing and reframing events, and formulating alternative actions, was implemented through group discussions and techniques like roleplaying. Findings revealed that the model facilitated open emotional sharing, enhanced principals’ sense of competence, and transformed their perception of authority from a rigid to a reflective role. Participation in the group fostered solidarity among staff and improved conflict management skills. Ultimately, this study highlights the “empathetic inquiry” model as a promising strategy for fostering empathetic leadership and reducing existential anxiety in Arab schools, although future research is necessary to evaluate its broader applicability and long-term effects, reflection, and self-awareness. This model contributed to their ability to cope with conflicts more effectively and to develop empathetic leadership. Full article

(This article belongs to the Special Issue Rethinking the Education-to-Work Transition for Young People)

18 pages, 271 KiB

Open AccessArticle

Sport-Based Interventions as Non-Formal Education: Enabling the Education to Employment Transition for Young People

by Haydn Morgan, Harry Bowles and Anthony Bush

Soc. Sci. 2025, 14(5), 278; https://doi.org/10.3390/socsci14050278 - 29 Apr 2025

Viewed by 402

Abstract

Traditionally, qualifications and skills developed through formal learning have been the cornerstone of enhancing the employability of young people. However, the trajectory from education to work in contemporary society is far from linear; hence, the purpose of this paper is to evidence the [...] Read more.

Traditionally, qualifications and skills developed through formal learning have been the cornerstone of enhancing the employability of young people. However, the trajectory from education to work in contemporary society is far from linear; hence, the purpose of this paper is to evidence the potential benefits that non-formal educational practices, specifically involving sport-based interventions (SBIs), may offer to support the transition to employment. This paper presents data from 19 semi-structured interviews that were conducted with participants from organisations that either designed and/or delivered SBIs focused on enhancing employability or were from organisations that had experience of commissioning or funding sport-based employability projects. This paper outlines why SBIs may offer an effective alternative form of education to employment provision and also how SBIs enable young people to navigate non-linear education to employment transitions. Crucial to enhancing this transition is the provision of a supportive and inclusive non-formal educational environment where young people can acquire both propositional and procedural knowledge, whilst concurrently (re)connecting them with formal educational systems to expedite the transition to work. Importantly, this paper highlights that this concurrent blend of non-formal and formal education is particularly critical for young people without formal qualifications and who are furthest from an employment destination. Full article

(This article belongs to the Special Issue Rethinking the Education-to-Work Transition for Young People)

Review

Jump to: Research

16 pages, 541 KiB

Open AccessReview

Education-to-Work Transition Among the Youth in Post-Conflict Settings: A Review of the Roles of Individual Agency, Mental Health, and Psychosocial Well-Being

by Nathaniel Mayengo, Jane Namusoke, Henry Kibedi and Kennedy Amone-P’Olak

Soc. Sci. 2025, 14(7), 400; https://doi.org/10.3390/socsci14070400 - 25 Jun 2025

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Abstract

Education-to-work transition among war-affected youth in post-conflict settings is fraught with challenges, not least compounded by the little attention placed on individual agency and mental health. This review examines the debate on war-affected youth skilling programmes in post-conflict settings, which neglect the roles [...] Read more.

Education-to-work transition among war-affected youth in post-conflict settings is fraught with challenges, not least compounded by the little attention placed on individual agency and mental health. This review examines the debate on war-affected youth skilling programmes in post-conflict settings, which neglect the roles of individual agency and mental health in the education-to-work transition. Building on Albert Bandura’s Self-Efficacy Theory (SET) and the Cumulative Stress Hypothesis (CSH), the review presents an integrated approach to skills development for improving education-to-work transition among war-affected youth. According to SET, the development of self-efficacy is anchored on enactive mastery, vicarious experience, verbal persuasion, and physiological arousal. Moreover, individual agency factors such as motivation, aspiration, goal orientation, active efforts, and alignment of intentions with skills are protective factors for effective education-to-work transition, but they are also eroded by the adverse consequences of violent conflicts. Similarly, the CSH also suggests that the effects of exposure to protracted violent conflicts are cumulative and may lead, in turn, to a plethora of mental health problems in the aftermath of violent conflicts. Mental health problems like depression, anxiety, and PTSD are linked to, inter alia, behaviours such as aggression, substance abuse, and apathy, all related to poor employment outcomes. To increase the employability of young people affected by war, skills training institutions and work settings need to prioritise the mental health and individual agency of the youth, as well as skills acquisition for specific trades. Consequently, we propose an integrated model of reintegrating war-affected and vulnerable youth anchored on professional technical and vocational skills training; recognition of individual agency; provision of mental and psychosocial support; and life skills training, all nested within the local economic realities. Full article

(This article belongs to the Special Issue Rethinking the Education-to-Work Transition for Young People)

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11 pages, 403 KiB

Open AccessReview

Masked Potentials, Hidden Struggles? A Scoping Review of Twice-Exceptional Individuals’ Transition to Employment

by Ruben Heuving, John Exalto and Alexander Minnaert

Soc. Sci. 2025, 14(4), 212; https://doi.org/10.3390/socsci14040212 - 27 Mar 2025

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Abstract

This study examined the transition of twice-exceptional (2E) individuals from education to employment. Despite a growing focus on inclusive practices, the area of (special) education-to-work transition is still far under-researched, especially on 2E individuals. To identify challenges and success factors in this transition, [...] Read more.

This study examined the transition of twice-exceptional (2E) individuals from education to employment. Despite a growing focus on inclusive practices, the area of (special) education-to-work transition is still far under-researched, especially on 2E individuals. To identify challenges and success factors in this transition, a scoping review method was used. Our review revealed a paucity of targeted studies on the transition of 2E individuals to work. Four relevant studies, focusing primarily on higher education, emphasized strengths-based approaches and multi-stakeholder support to facilitate transitions. The findings underscore the need for tailored interventions and supportive environments, addressing both individual strengths and (environmental) barriers. Further research is essential in view of effective interventions to bridge the gap between education and employment for 2E individuals. Full article

(This article belongs to the Special Issue Rethinking the Education-to-Work Transition for Young People)

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