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年轻人(18-25岁)从学校到工作过渡过程中的经历和生计。由于联合国可持续发展目标优先考虑SDG 4优质教育和SDG 8《工作和经济增长》，全球青年失业和就业不足的情况日益受到关注。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，然而，这一理论并不能准确地反映青年生计和成年过渡的复杂性。世界各地青年的生计是由各种复杂的社会文化背景决定的，这些社会文化背景千丝万缕地相互联系，其中青年的社会资本和人际网络对他们的社会经济地位和稳定起着重要作用。失业和就业不足对一个人的劳动力市场轨迹产生了终生的伤痕效应，代表着生产性资源和人力资本的损失。这一专题特别重要，因为波斯尼亚-黑塞哥维那和科索沃正在进行的欧盟升级计划，以及随后为追求欧盟内的教育和就业而增加的移民(Kones ka，2016)。了解从学校到工作的过渡对于实现SDG4优质教育和SDG8体面工作和经济增长至关重要，因为它是衡量一个国家教育系统实力和吸纳他们的劳动力市场宏观经济条件的重要指标。本项目建议对波斯尼亚、黑塞哥维那和科索沃这两个在南斯拉夫解体后面临严重冲突的前南斯拉夫国家从学校到工作的过渡进行比较分析。这些国家遭遇了一把双刃剑，民主化和经济转型与冲突后和解和重建并行，所有这些都使这些地区的青年失业和就业不足(Kones ka，2012)。对不同国家经验的分析提供了两个主要好处：能够扩大关于学校到工作准备方案等关键问题的现有证据；观察邻国之间的差异，有助于深入了解有效的政策干预措施。目前关于冲突后转型经济体劳动力市场转型的研究存在差距，因此现有文献来自冲突后研究(Hughes&Pupavac，2005；世界银行，2007；Baraka&Zyck，2009)和转型经济的不同领域。本项目旨在回答三个关键问题：1.转型/冲突后经济体的年轻人如何经历从学校到工作的转型？乔治娜·怀特曼博士建议2。波斯尼亚-黑塞哥维那和科索沃等过渡/冲突后经济体的年轻人如何阐明从学校到工作的“成功”，他们认为这种“成功”的关键特征是什么？3.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过渡的障碍或推动者？

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?