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Rethinking the Education-to-Work Transition for Young People
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Rethinking the Education-to-Work Transition for Young People

A special issue of Social Sciences (ISSN 2076-0760). This special issue belongs to the section "Childhood and Youth Studies".

Deadline for manuscript submissions: closed (16 March 2025) | Viewed by 1016

Special Issue Editors

Dr. Josje van der Linden

E-Mail Website
Guest Editor
Faculty of Behavioural and Social Sciences, University of Groningen, 9712 TJ Groningen, The Netherlands
Interests: education & educational research; social issues; social work
Prof. Dr. Greetje Timmerman

E-Mail Website
Guest Editor
Faculty of Behavioural and Social Sciences, University of Groningen, 9712 TJ Groningen, The Netherlands
Interests: youth studies; social and educational youth issues; youth participation; educational innovations; learning communities; active learning; gender; diversity
Dr. Cuthbert Tukundane

E-Mail Website
Guest Editor
School of Arts and Social Sciences, Uganda Martyrs University, P.O. Box 5498, Kampala, Uganda
Interests: youth studies; vocational skills development; labour market; development studies

Special Issue Information

Dear Colleagues,

This Special Issue will reflect on meaningful education and work trajectories for the youth. Most educational systems are built on the assumption that the trajectory from education to work is linear and straightforward. Moreover, research into educational careers has, for a long time, been guided by this assumption. More recently, empirical research in many countries has shown that practice is often not linear. On the contrary, for many young people, building an independent livelihood is a process in which they negotiate different educational trajectories and opportunities such as internships, temporary jobs, and entrepreneurial endeavors. As they develop themselves, they make sense of the experiences they go through. In this Special Issue, we would like to bring together articles displaying the features of these processes, the strategies used by young people to navigate them on one hand, and the role different forms of education and learning can play in supporting the youth on the other hand. Contributions from different contexts, groups with different backgrounds and preferences, and different practices and approaches are encouraged. They can entail conceptual essays, research results, good practices, policy discussions, and more, with the final goal being that the collected papers will provoke a debate on how to support meaningful education and work trajectories for youth in conducive learning environments not confined to the school walls.

Dr. Josje van der Linden
Prof. Dr. Greetje Timmerman
Dr. Cuthbert Tukundane
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • education–work transition
  • education trajectories
  • internships
  • youth employment
  • youth entrepreneurship

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Published Papers (3 papers)

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Research

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17 pages, 405 KiB  
Article
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 (registering DOI) - 29 Apr 2025
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, 270 KiB  
Article
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 (registering DOI) - 29 Apr 2025
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

11 pages, 403 KiB  
Review
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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