How Do Young People Experience the School-To-Work Transition in Post-Conflict Transition Economies?

该项目将探讨两个冲突后转型经济体中18-25岁年轻人从学校向工作过渡的经历和生计。由于可持续发展目标4“优质教育”和可持续发展目标8“体面劳动和经济增长”在联合国可持续发展目标中处于优先地位，全球青年失业和就业不足状况日益受到关注。年轻人从完成学业到进入初级部门就业的这段时间被称为从学校到工作的过渡时期，然而，这一理论并不能准确地反映青年生计和向成年过渡的复杂性。世界各地年轻人的生计受到各种复杂的社会文化背景的影响，这些社会文化背景之间有着千丝万缕的联系，年轻人的社会资本和个人网络在他们的社会经济地位和稳定中发挥着重要作用。失业和就业不足会对一个人的劳动力市场轨迹造成终生的创伤，意味着生产性资源和人力资本的损失。由于波斯尼亚-黑塞哥维那和科索沃正在进行的欧盟提升计划，以及随后在欧盟内追求教育和就业的移民增加，这个主题特别相关（Koneska, 2016）。了解从学校到工作的转变对于实现可持续发展目标4优质教育和可持续发展目标8体面劳动与经济增长至关重要，因为这是衡量一个国家教育体系实力以及吸收这些体系的劳动力市场宏观经济状况的重要指标。本项目提出对波斯尼亚和黑塞哥维那和科索沃这两个前南斯拉夫国家从学校到工作的过渡进行比较分析，这两个国家在南斯拉夫解体后面临着严重的冲突。这些国家面临着一把双刃剑，即民主化和经济转型与冲突后和解重建并行，所有这些都使这些地区的年轻人脱离工作和就业不足（Koneska, 2012）。对不同国家经验的分析提供了两个主要好处；扩展关键问题（如从学校到工作准备计划）现有证据的能力，以及对邻国之间差异的观察，为有效的政策干预提供见解。目前关于冲突后转型经济体劳动力市场转型的研究存在空白，因此现有文献来自冲突后研究的不同领域（Hughes & Pupavac, 2005；世界银行，2007;Baraka & Zyck, 2009）和转型经济学。该项目旨在回答三个关键问题：1。波斯尼亚-黑塞哥维那和科索沃等转型/冲突后经济国家的年轻人如何经历从学校到工作的过渡？乔治娜·怀特曼博士提案波黑和科索沃等转型/冲突后经济体的年轻人如何阐述从学校到工作的“成功”，他们认为这种“成功”的关键特征是什么？社会和人力资本如何成为冲突后国家和/或转型经济体青年从学校到工作的障碍或推动因素？

This project will explore the experiences and livelihoods of young people (18-25) intwo post-conflict transition economies in the process of transitioning from school to work.There is growing concern surrounding the situation of youth unemployment andunderemployment globally, due to the prioritisation of SDG 4 Quality Education and SDG8Decent Work and Economic Growth in the UN SDGs. The period in which a young persontakes between finishing school and entering primary-sector employment is referred to as theschool-to-work transition, however this theory does not accurately represent the complexity ofyouth livelihoods and the transition to adulthood. The livelihoods of young people across theworld are shaped by diverse and complex sociocultural contexts which are inextricablyinterconnected, in which a young person's social capital and personal networks play animportant role in their socioeconomic status and stability. Unemployment andunderemployment have a life-long scarring effect on a person's labour market trajectory,representing a loss of productive resources and human capital. This topic is of particularrelevance due to the ongoing EU ascension plans of Bosnia-Herzegovina and Kosovo, andthe subsequent increased migration in pursuit of education and employment within the EU(Koneska, 2016). Understanding the school-to-work transition is vital in achieving SDG4Quality Education and SDG8 Decent Work and Economic Growth, as it is an importantindicator of both the strength of a countries education system, and the macroeconomicconditions of the labour market that absorbs them.This project proposes a comparative analysis of the school-to-work transition in Bosniaand Herzegovina and Kosovo, two former-Yugoslav countries who faced severe conflictfollowing the collapse of Yugoslavia. These countries suffer from a double-edged sword whereboth democratization and economic transition run parallel to post-conflict reconciliation andreconstruction, all which have left youth in these regions disengaged and underemployed(Koneska, 2012). The analysis of different national experiences offers two main benefits; thecapacity to extend existing evidence on key issues such as school to work preparationprogrammes, and the observations of differences between neighbouring countries providinginsight into effective policy interventions. There is a current gap in research surrounding labourmarket transitions in post-conflict transition economies, so existing literature is drawn fromseparate fields of post-conflict studies (Hughes & Pupavac, 2005; The World Bank, 2007;Baraka & Zyck, 2009) and transition economics.This project aims to answer three key questions:1. How do young people in transition/post-conflict economies countries such as Bosnia-Herzegovina and Kosovo experience the school-to-work transition?Georgina Whiteman PhD Proposal2. How do young people in transition/post-conflict economies such as Bosnia-Herzegovina and Kosovo articulate school-to-work 'success' and what do theyconsider to be key features of such 'success'?3. How do social and human capital act as barriers or enablers of school-to-worktransition for young people in post conflict countries and/or transition economies?