Search Results

The Commission for Rural Communities acts as the advocate for England’s rural communities with a particular focus on disadvantage. This report from the Commission focuses on the ongoing concern over the number of young people not in education, employment or training (NEET). The purpose is to look at whether there is a rural dimension to this issue, explore whether there are any uniquely rural barriers, and assess the impact that government policy is having. The report takes into account the current economic situation in the UK. The report concludes that there are clear challenges associated with education, employment and training for all young people across England, and certain fundamental issues that contribute to a young person not participating in education, training or work. However, it argues that there is also a rural dimension to this issue. Young people living in rural areas face a number of uniquely rural barriers, particularly concerning access to transport, careers advice, employment and training support, and youth services. Changes to government policy are, in some instances, having a positive effect. However, in other respects, the challenges facing young people in rural areas are being compounded. A number of recommendations are made to address the barriers faced by rural youth in gaining access to education, employment and training. Show less

This paper reports on findings from a three-year ethnographic study of 24 young people in northern England who were classified as not in education, employment or training (NEET), or at risk of becoming so. Drawing on conceptions of opportunity structure and educational marginality, the paper discusses the processes leading to young people becoming NEET after leaving school. It presents findings concerning the family backgrounds, school experiences, and educational attainment of participants, and traces their initial post-16 destinations and their pathways to NEET status. Although most participants did not become NEET immediately after leaving school, restricted labour market opportunities and a lack of high-quality education and training for middle- and low-attaining young people exacerbated social and educational disadvantage. Over time, participants became increasingly restricted to marginal forms of learning. The paper argues that a focus on opportunity structures provides a powerful way of understanding these processes, and that alongside sustained NEET status, educational marginality should be of equal concern to policy makers.

Published abstract reprinted by permission of the copyright owner. Show less