Search results

On the basis of the author's experience in coordinating a number of [European Union] EU research projects aimed at improving the transition from school to vocational training for disadvantaged young people, the following paper focuses on problems in comparing support measures in Europe and on the practical relevance of comparative EU research. The first section sets out the dilemmas in this type of European comparative transition research and provides an overview of research to date. Welfare State and youth research are then used to combine the factors determining the transition experience into a model. The author outlines the conditions under which this model could deliver results that could provide guidance for changes in pedagogical practice. These considerations are illustrated using the example of the results from the Leonardo project 'Re-Integration. Transnational evaluation of social and professional re-integration programmes for young people'. Finally, the author raises possible questions for further research and support policy.