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年轻人（18-25岁）从学校向工作过渡的经历和生计。由于联合国可持续发展目标中的可持续发展目标4优质教育和可持续发展目标8体面工作和经济增长的优先地位，全球青年失业和就业不足的状况日益受到关注。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期，但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。世界各地青年人的生计受到各种复杂的社会文化背景的影响，这些背景之间存在着千丝万缕的联系，青年人的社会资本和个人网络在其社会经济地位和稳定性方面发挥着重要作用。失业和就业不足会对一个人的劳动力市场轨迹产生终生的创伤影响，意味着生产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Ascension计划，以及随后在欧盟内寻求教育和就业的移民增加，这个话题特别相关（Koneska，2016）。了解学校到工作的过渡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体面工作和经济增长至关重要，因为它是一个国家教育系统实力和吸收他们的劳动力市场宏观经济条件的重要指标。本项目提出了波斯尼亚和黑塞哥维那和科索沃学校到工作过渡的比较分析，这两个前南斯拉夫国家在南斯拉夫解体后面临着严重的冲突。这些国家受到一把双刃剑的影响，民主化和经济转型与冲突后和解和重建并行不悖，所有这些都使这些地区的青年脱离社会，就业不足（Koneska，2012年）。对不同国家经验的分析有两个主要好处：一是能够扩大关于学校到工作场所方案等关键问题的现有证据，二是观察邻国之间的差异，从而深入了解有效的政策干预措施。目前，围绕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（Hughes & Pupavac，2005; The World Bank，2007;Baraka & Zyck，2009）和转型经济学的不同领域。波斯尼亚-黑塞哥维那和科索沃等转型/冲突后经济体国家的青年如何经历从学校到工作的过渡？Georgina Whiteman博士提案2.在转型/冲突后经济体，如波斯尼亚-黑塞哥维那和科索沃，年轻人如何表达从学校到工作的“成功”，他们认为这种“成功”的关键特征是什么？3.社会资本和人力资本如何成为冲突后国家和/或转型经济体青年人从学校向工作过渡的障碍或促进因素？

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?