Youth transition, agricultural education and employment in Uganda: freeing individual agency
Youth transition, agricultural education and employment in Uganda: freeing individual agency
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乌干达的青年转型、农业教育和就业：释放个人能动性
DOI：
10.1080/13636820.2022.2118939
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发表时间：
2022
影响因子：
1.9
通讯作者：
Robert Jjuuko
中科院分区：
文献类型：
--
作者：
Robert Jjuuko
在像乌干达这样的撒哈拉以南非洲国家，年轻人在驾驭限制性的社会和机构环境成为生产性工人和繁荣的公民时遇到的困难的现实继续吸引着各种理论和社会政策假设。其中一个突出的假设是，增加青年人对农业教育和工作的参与有可能遏制青年失业率的上升。与此相关的说法是，由于农业社会地位低下，青年人不太愿意投身于农业的学习和工作生活，这在撒南非洲和类似情况下造成了巨大的教育和劳动政策困境。在这一困境中，叙述似乎低估了影响青年教育-工作轨迹的社会安排以及农业教育和劳动力市场微观社会行为者的看法和做法。在社会政策和发展讨论中，经常试图将青年人框定为自己陷入困境的工作过渡的作者的说法令人质疑。此外，在乌干达和类似情况下进行的主流研究和评价研究传统上侧重于宏观和中观结构，对前线社会行为者的声音和经验的方法兴趣有限。因此，这项定性研究是对青年人的农业教育-就业过渡的个人和背景影响的深入研究;并探索如何改善过渡过程，以优化学习和劳动力市场的成果。调查结果显示，尽管存在结构性障碍，年轻人仍表现出前所未有的韧性和意愿，以推进其教育工作轨迹。研究表明，一些微观社会行为者在支持青年人的生活转型方面表现出一定程度的热情，尽管他们往往受到社会和体制安排的限制。该研究提供了强有力的证据，证明了AET系统改进的困难，以获得更好的学生成绩，但也提供了令人难以置信的见解，使改变成为可能。解放和培养乌干达年轻人的个人机构，选择和追求农业教育和工作愿望沿着作为社会运河化的一部分制定的狭窄的道路是本论文的核心要素之一。一线社会行动者，特别是农业教育工作者的机构自由和专业自主权，使他们能够实践手工艺，民主和相关的变革方法，为年轻人更好地驾驭他们的教育和职业轨迹做好准备，这同样是本论文的核心论点。
ABSTRACT The reality of the troubles young people encounter in navigating confining social and institutional settings to become productive workers and flourishing citizens in sub-Saharan African countries like Uganda continues to attract all sorts of theoretical and social policy assumptions. One such prominent assumption is the idea that increased young people’s participation in agricultural education and work has the potential to stem escalating youth unemployment. The related narrative that young people are less keen to plunge their learning and work life in agriculture owing to its low social status poses a huge education and labour policy dilemma across SSA and similar contexts. Amid this dilemma are narratives, which seem to underplay the influential social arrangements that structure the education–work trajectories of young people and the perceptions and practice of micro-social actors in the agriculture education and labour markets. Questionable narratives that often attempt to frame young people as authors of their own troubled work transitions abound sections of social policy and development discourse. Moreover, mainstream research and evaluative studies in Uganda and similar contexts do have a traditional focus on macro and meso structures with limited methodological interest into the voices and experiences of frontline social actors. Accordingly, this qualitative study is an in-depth examination of personal and contextual influences on young people’s agricultural education-employment transitions; and exploration of how to improve transition processes for optimising learning and labour market outcomes. The findings reveal unprecedented resilience and volitions of young people to advance their education–work trajectories despite the structural barriers. The study showed a reasonable degree of enthusiasm amongst some micro-social actors in supporting young people on their life transitions though often constrained by confining social and institutional arrangements. The study yielded robust evidence into the difficulties to cause AET system improvements for better student outcomes but also delivered incredible insights for making change possible. Freeing and nurturing the individual agency of Ugandan young people to choose and pursue agricultural education and work aspirations along the constricting pathways enacted as part of societal canalisation is among the core elements of this thesis. The agency freedom and professional autonomy of frontline social actors, especially agricultural educators to enable them to practise craftsmanship, democracy and associated transformative approaches for better preparation of young people to navigate their education and career trajectories is equally a core argument of this thesis.