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This publicaon is based upon work from COST Acon CA 18213: Rural NEET Youth Network:
Modeling the risks underlying rural NEETs social exclusion, supported by COST (European
Cooperaon in Science and Technology).
COST (European Cooperaon in Science and Technology) is a funding agency for research and
innovaon networks. Our Acons help connect research iniaves across Europe and enable
sciensts to grow their ideas by sharing them with their peers. This boosts their research,
career and innovaon.
Visit www.cost.eu
COST CA18213, September 2022.
Reproducon is authorized provided the source is acknowledged. Please cite this publicaon
as “Brescia Internaonal Conference “Rural Youth and the New Youth Guarantee – Conference
Proceedings”
ISBN: 978-989-781-753-3
Visit: www.rnyobservatory.eu
Brescia International Conference ‘22
PROCEEDINGS
COST Acon CA18213 Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion
Website: www.rnyobservatory.eu – email: info@rnyobservatory.eu
Funded by European Union
NOTE FROM THE RURAL NEET YOUTH NETWORK CHAIR
On the 14th of September 2022, the Rural NEET Youth Network organized the
international conference Rural Youth and the New Youth Guarantee. This conference
gathered invited speakers from international stakeholders such as the European
Commission, OECD, or ILO to reflect on the upcoming EU policy challenges in tackling
youth unemployment and social exclusion. For the past decade, the main EU policy
instrument in these domains has been the Youth Guarantee. Overall, the Youth Guarantee
has been successful in reducing the rates of young people Not in Employment, nor in
Education or Training (NEET). However, there are persisting problems in coordinating
European-, national- and regional-level policies in youth employment and in the
education and training fields. Moreover, while NEET rates came down over the past 10
years, very specific issues remain unattended such as how can public services engage
with NEETs who are harder to reach, including migrants, inactive young women, or those
living in remote, rural areas. The impact of COVID-19 on the new policy frameworks,
specifically on the New Youth Guarantee, the role of sectors such as the social economy
field and social enterprises, or the importance of the dual transition in shaping rural young
people’s dreams and expectations were just some of the many lines of inquiry explored
during this conference.
The Rural NEET Youth Network conference held in Brescia was also an excellent
opportunity to showcase the ideas circulating within our COST Action. More than 70
papers were submitted and presented during this conference. The different parallel panels
covered several informal collaborations that have been encouraged within the Rural
NEET Youth Network. as well as research proposals that are being developed within the
mentoring program for young researchers promoted by this Action. This book of
proceedings represents, therefore, a summary of the many lively discussions that took
place during the event.
One final word is due to all of those who contributed to the success of this conference.
To begin with, I would like to acknowledge all of those who dedicated their time to
reviewing and assessing abstracts. In the same vein, I would like to thank the core group
of the Rural NEET Youth Network for offering several contributions to bring this
conference to light, from programming to dissemination. Last but not least, this
conference would not be possible without the outstanding efforts made by the Università
Cattolica del Sacro Cuore and specifically by Adriano Ellena, Elena Marta, and Daniela
Marzana, who committed themselves for months to making sure all of us felt welcome in
Brescia.
The Action Chair
Francisco Simões
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ACTION CHAIR
Dr Francisco Simões - francisco.simoes@iscte-iul.pt Cis-Iscte (Portugal)
ACTION VICE CHAIR
Liena Hacatrjana - liena.hacatrjana@lu.lv University of Latvia (Latvia)
SCIENCE COMMUNICATION COORDINATOR
Mariano Soler-Porta - mariano.soler@uma.es Malaga University (UMA) (Spain)
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COST Acon CA18213 Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion
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Funded by European Union
Index
DIGITAL DIVIDE AND DIGITAL TRANSFORMATION AS AN OPPORTUNITY FOR THE
RURAL AREAS .............................................................................................................................. 1
DIGITAL LITERACY, ACCESSIBILITY AND CONNECTIVITY IN RURAL AREAS: THE
CASE OF YOUNG PEOPLE IN ITALY, PORTUGAL AND SPAIN ............................................. 4
YOUNG COMMUNITY DEVELOPMENT THROUGH INNOVATIVE PRODUCTS
PROCESSED FROM PALM COOKING OIL ................................................................................ 7
COMMUNITY, PARTICIPATION AND RURAL DEVELOPMENT: FLAVORS AND
TRADITIONS IN GUARDA........................................................................................................... 9
AN OVERVIEW OF THE IMPACT OF THE COVID-19 PANDEMIC ON RURAL TOURISM
AND YOUTH EMPLOYMENT IN ALBANIA ............................................................................ 12
LEISURE BEHAVIOR AND DIFFERENTIATION OF MINORITY HUNGARIAN YOUTH
FROM TRANSYLVANIA (ROMANIA) ....................................................................................... 14
NATIONAL LEVEL SUPPORT PROGRAMS FOR YOUTH IN RELATION TO EFFECTIVE
SCHOOL-TO-WORK TRANSITION: EXAMPLES OF ITALY, MOLDOVA AND LATVIA ... 17
RURAL NEET YOUTH TRANSITION FROM SCHOOL TO WORK IN LITHUANIA: THE
ROLE OF THE YOUTH GUARANTEE INITIATIVE ................................................................. 21
GENDER AND THE ENVIRONMENTAL CONCERNS OF YOUNG FARMERS: DO YOUNG
WOMEN FARMERS MAKE A DIFFERENCE ON FAMILY FARMS? ..................................... 25
TECHNOLOGY AND INNOVATION POTENTIAL FOR A BETTER ENGAGEMENT OF
YOUTH IN AGRICULTURE IN ALBANIA ................................................................................ 26
MAKING RURAL AREAS MORE ATTRACTIVE TO YOUTH–APPLICATION OF
INDUSTRY 4.0 TOOLS ................................................................................................................ 29
THE DEVELOPMENT OF AGROTOURISM SYSTEMS THE OPPORTUNITIES FOR THE
YOUNG GENERATIONS IN RURAL AREAS IN THE REGION OF KORÇA......................... 31
FUTURE PLANS OF NEETS, CASE STUDY IN THE SOUTH-WEST OF ROMANIA .......... 34
DESIGNING VOCATIONAL TRAINING POLICIES FOR THE NEXT TEN YEARS IN AN
OUTERMOST EUROPEAN REGION: HIGHLIGHTS FROM A PARTICIPATORY PROCESS
........................................................................................................................................................ 36
POLICIES FOR NEETS’ INCLUSION - YOUTH GUARANTEE IMPLEMENTATION IN
ROMANIA BETWEEN PROPOSAL AND REALITY ................................................................ 40
MAPPING EMPLOYMENT AND EDUCATION FOR RURAL YOUNG NEETS – AN
EUROPEAN OVERVIEW............................................................................................................. 43
EARLY SCHOOL LEAVING IN THE EUROPEAN UNION AND CANDIDATE COUNTRIES:
TRENDS AND POLICIES, A LITERATURE REVIEW .............................................................. 45
“YOUTH FRIENDLY CITIES INDEX”: AN EXAMPLE FROM RESEARCH TO POLICY
IMPLEMENTATION ..................................................................................................................... 48
ITALY AND YOUTH: A COUNTRY WITHOUT VISION AND FUTURE? .............................. 50
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ANALYSIS OF THE AVAILABILITY OF PUBLIC EMPLOYMENT SERVICES FOR RURAL
YOUTH: A CASE STUDY IN CATALONIA ............................................................................... 53
EMPLOYMENT OF YOUNG STUDENTS AGAINST THE DEMANDS OF THE MARKET . 55
OPPORTUNITIES AND CHALLENGES FOR ACTIVATION AND INTEGRATION OF
RURAL NEET’S YOUTH ON THE LABOR MARKET IN THE REPUBLIC OF NORTH
MACEDONIA ............................................................................................................................... 58
THE ECONOMIC COSTS OF YOUTH UNEMPLOYMENT AND POLICY RESPONSE IN
NORTH MACEDONIA ................................................................................................................. 65
EXPERIENCES AND BENEFITS OF NATURAL MENTORING RELATIONSHIPS IN
PERCEPTIONS OF RURAL YOUTH IN THE CZECH REPUBLIC: THEMATIC ANALYSIS 68
INTRODUCE ENTREPRENEURSHIP IN RESEARCH COURSE TO HELP STUDENTS TO
ENHANCE SOFT SKILLS: A PILOT PROJECT DONE AT FACULTY OF ECONOMY OF
UNIVERSITY OF VLORA “ISMAIL QEMALI”. ........................................................................ 70
YOUTH ENTREPRENEURSHIP - AN ALTERNATIVE TO ALLEVIATING THE HIGH RATE
OF YOUTH UNEMPLOYMENT IN KOSOVO ........................................................................... 72
A GOOD OPPORTUNITY FOR YOUTH ENTREPRENEURSHIP IN THE SOUTHERN
REGION OF ALBANIA IS ECOTOURISM ................................................................................. 76
IMPROVING SKILLS OF RURAL NEETS THROUGH ECO-ENTREPRENEURSHIP AND
NEW INITIATIVES ....................................................................................................................... 78
LOWER GRADES BUT NOT SKILLS: RURAL STUDENTS DURING THE PANDEMIC
COMPARED TO STUDENTS FROM LARGER CITIES ............................................................ 81
LESSONS LEARNED AND PREVENTION OF STUDENTS DROPPING OUT FROM
EDUCATIONAL SYSTEM IN BULGARIA DURING THE COVID-19 PANDEMIC: THE
PERSPECTIVE OF TEACHERS .................................................................................................. 85
EARLY SCHOOL LEAVING IN BULGARIA: A SOCIO-PSYCHOLOGICAL ASPECTS ....... 87
THE COUNTRYSIDE AS DESTINY: TWO OPTIMISTIC STORIES AMONG A SEA OF
NEGATIVE MEDIA COVERAGE ON RURAL YOUTH IN BOSNIA AND HERZEGOVINA 90
IMPROVING YOUTH MOBILITY BY PROVIDING BETTER PUBLIC TRANSPORTATION-
A STUDY CASE FROM THE CITY OF INDJIJA ....................................................................... 92
INVISIBLE? YOUTH WITH DISABILITY IN LABOUR MARKET IN LITHUANIA ............. 94
ROLES OF ECO-FARMS AND SOCIAL ENTERPRISES FOR RURAL NEETS ..................... 97
CHALLENGES AND OPPORTUNITIES ASSOCIATED WITH RURAL DEVELOPMENT –
ROLE OF YOUTH IN TRANSFORMING RURAL AREAS ....................................................... 99
DEVELOPMENT TRENDS OF AGRICULTURE SECTOR AND SUBSECTORS IN
ALBANIA. PROSPECTS OF RURAL YOUTH ......................................................................... 102
MICRO LEVEL EDUCATION INTERVENTIONS IN RURAL AREAS: DEVELOPING
TRANSVERSAL SKILLS IN IRELAND, PORTUGAL AND TURKEY .................................. 105
POLICY RESPONSES TO REAL WORLD CHALLENGES ASSOCIATED WITH NEET
YOUTH: A SCOPING REVIEW ................................................................................................. 108
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IMPROVED INSTITUTIONAL CAPACITIES AND NEW MULTILEVEL GOVERNANCE
FOR TALENT ATTRACTION AND RETENTION IN THE DANUBE REGION .................... 111
LIFE PLANS IN COVID TIMES AMONG YOUNG PEOPLE LIVING IN RURAL AND
URBAN AREAS: THE ROLE OF EMPLOYMENT STATUS ................................................... 114
POLICIES FOR NEETS’ EMPLOYMENT ACROSS EU COUNTRIES .................................. 117
AN OVERVIEW OF CREATIVE AND CULTURAL INDUSTRIES IN ALBANIA: A SOCIAL
COST BENEFIT ANALYSIS WITH SPECIAL FOCUS IN YOUTH ARTISTS. ...................... 119
A SOCIOLOGICAL ANALYSIS ON THE CHALLENGES OF EMPLOYMENT AND
INTEGRATION OF ALBANIAN STUDENTS BELONGING TO RURAL AREAS. .............. 121
ABANDONMENT OF SCHOOLS IN RURAL AREAS IN ALBANIA .................................... 123
BECOMING NEET IN EASTERN EUROPE ............................................................................. 125
THE QUALITY OF EMPLOYMENT AND THE ASSESSMENT OF WORKING
CONDITIONS BY YOUNG PEOPLE WITH DISABILITIES .................................................. 128
YOUNG RURAL ENTREPRENEURSHIP TO PROMOTE YOUTH RESILIENCE IN
ALGERIA: AN OVERVIEW ....................................................................................................... 131
THE APPROACH OF YOUNG PEOPLE LIVING IN THE REMOTE AREAS REGARDING
SEXUAL AND REPRODUCTIVE HEALTH SERVICES IN ALBANIA ................................. 134
SOCIAL ECONOMY ACTORS AND ALTERNATIVE TRAINING PATHWAYS: THE CASE
OF NEET YOUNG PEOPLE IN CONTRASTING TERRITORIES (URBAN/RURAL) .......... 136
SOFT SKILLS AS A WAY OUT OF VULNERABILITY: A STUDY ON ITALIAN YOUTH IN
RURAL AREAS .......................................................................................................................... 139
TRANSPORT DISADVANTAGE AND ITS POTENTIAL IMPACT ON RURAL NEETs: THE
CASE STUDY OF LIKA, CROATIA.......................................................................................... 142
THE DIFFERENCES OF EDUCATION IN RURAL AND URBAN AREAS IN ALBANIA” . 144
URBAN AND RURAL DISPARITIES OF YOUTH LIVING IN THE AREA OF VLORE
(ALBANIA) ................................................................................................................................. 148
DECISIVE FACTORS FOR NEETS IN EU AREA: A MODEL FOR PREDICTING NEETs
RATES.......................................................................................................................................... 149
RURAL YOUTHS PARTICIPATION AND EMPOWERMENT IN AGRICULTURE: WHAT
PUBLIC POLICY OPTIONS FOR AGRICULTURAL TRAINING AND SUSTAINABILITY IN
SUB SAHARAN AFRICA?......................................................................................................... 153
THE IMPACT OF YOUTH GUARANTEE FOR RURAL NEETS -WHO PARTICIPATES IN
PUBLIC EMPLOYMENT SERVICES AND WITH WHAT EFFECTS? A STUDY ON ITALY,
POLAND, AND ROMANIA ....................................................................................................... 157
IDENTIFYING THE EFFECTIVE WAYS TO IMPROVE THE UNIVERSITY –BUSINESS
COLLABORATION IN TOURISM SECTOR FOR LONG TERM YOUTH EMPLOYABILITY
AND SUSTAINABILITY. ........................................................................................................... 160
RURAL ECONOMIC RESILIENCE AND THE FUTURE RURAL LIVELIHOOD DREAMS
OF IRELAND’S YOUTH ............................................................................................................ 161
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SECONDARY SCHOOL STUDENTS’ ATTITUDES AND ASPIRATIONS TOWARD STEM
FIELDS IN RELATION TO THE SUPPORT THROUGH THE MENTORING EXPERIENCE
WITH STEM STUDENT MENTORS ......................................................................................... 163
CLUSTERING NEETS AND PROVIDING SPECIFIC SERVICES IN ITALY AND
PORTUGAL ................................................................................................................................. 167
U-AGRIHUB : CREATION OF YOUTH INNOVATION PARTICIPATORY HUBS TO
SUPPORT SMART AGRICULTURE .......................................................................................... 171
IDENTIFYING THE EFFECTIVE WAYS TO IMPROVE THE UNIVERSITY –BUSINESS
COLLABORATION IN TOURISM SECTOR FOR LONG TERM YOUTH EMPLOYABILITY
AND SUSTAINABILITY. ........................................................................................................... 174
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COST Acon CA18213 Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion
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1
DIGITAL DIVIDE AND DIGITAL TRANSFORMATION AS
AN OPPORTUNITY FOR THE RURAL AREAS
Anđelka Stojanović - University of Belgrade, Technical Faculty in Bor, Bor, Serbia
Ivan Mihajlović - University of Belgrade, Technical Faculty in Bor, Bor, Serbia
Aims: Rural communities are areas that have the same potential to be innovative and
progressive as urban ones. However, in rural areas, several problems particularly reduce
that potential and marginalize young people, making them NEET (Not in Education,
Employment, or Training) population. One of the key shortcomings is the lack of
adequate access to the necessary information to successfully make the inclusion in
economic flows and the transition to the labour market. This limited access to
information, in addition to the inability to seize employment opportunities, also affects
knowledge sharing and further education as well as monitoring of business and
technological innovations and trends, which further reduces the ability of the young rural
population to engage in social, economic and democratic processes. The problems faced
by unemployed youth in rural areas are related to reduced access to and use of information
and communication technologies, i.e. to the digital divide that occurs between urban and
rural areas (Hollman et al., 2021). Numerous previous studies indicate significant spatial
differences in the degree of access to Internet technologies as well as the use of these
technologies in socio-economic interactions (Prieger, 2013).
This study examines the digital divide between urban and rural areas within European
countries. The survey is quantitative and uses data from a unique Eurostat database to
have access to and make comparisons for several countries. This database contains data
based on several pieces of research in the field of digital economy and society, population
and social conditions and is suitable for the investigation of phenomena on a global level.
The study also aims to investigate influence of factors representing rural areas' digital
level on the NEET rate.
Theoretical approach: Factors related to the digital level are examined. Particular
attention focused primarily on the availability of information and communication
infrastructure in rural areas. Broadband internet and mobile broadband access are
essential prerequisites for economic and personal development in rural areas (Prieger,
2013). However, rural areas are considered to lag behind urban areas in broadband
accessibility and are one of the leading causes of the digital divide.
Digitization is a process that goes beyond technology itself and involves a specific set of
skills and a mind-set focused on using these technologies (Meyn, 2020). Transformation
of the existing rural environment towards the adoption of digital technologies requires the
development of an approach to meet the specific needs of the rural population in order to
avoid greater marginalization of rural areas, despite the availability of information and
communication infrastructure. In this sense, youths in rural areas are struggling with
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2
many problems, primarily access to education, limited employment opportunities and
access to social services and institutions. In addition, demographic trends are not in favour
of rural areas, primarily due to the going away of young people to urban areas and the
ageing population in general. Thus, the digitalization of the rural regions requires work
to increase the digital competencies of the population in order to enable sustainable
growth in both social and economic fields and to create a new future for rural
communities. Adaptation to digital technologies and integration of digital tools into
everyday life are considered through several aspects in this study. In this sense, the
intensity of Internet use, the way of using Internet content and devices used to access the
Internet are considered.
The paper also provides an insight into the use of financial activities and e-purchases over
the internet in rural areas as a starting point for development of business and ebusiness.
Namely rural business also suffer digital divide since they are far from suppliers and
markets and failures in access and adoption of ICT reduce their chance to be innovative
and competitive and economically sustainable (Morris et al., 2022).
In recent years, many government services and access to public information have been
linked to information and communication technologies. On the one hand, egovernment
can be a point of connection for people from urban and rural areas an and effective tool
to reduce the digital divide and empower rural population to achieve social inclusion (Ye
& Yang, 2020). On the other hand, to take full advantage of these services, rural people
must have the ability and knowledge to use them. Therefore digital divide occurs as well
in this field.
Methodology: Data from the Eurostat database for 32 countries was used to estimate the
level of the digital divide. In order to test theoretical assumptions, various statistical
analyses were used. A one-way ANOVA test was used to compare the effects of the type
of settlement on the elements used to indicate the digital level and determine the digital
divide's existence.
Given that the research presupposes that the digital level in rural areas affects the level of
the NEET population, a multiple linear regression model was used to test the assumption.
Digital level factors assessed in rural areas were used as predictor variables, while the
level of the NEET rate was used as the dependent variable.
Findings: The results of testing the digital divide's existence reveal that there are
statistically significant differences between the rural and urban areas inside examined
digital factors. The results of testing multiple linear regression model indicate that factors
such as type of connection to the internet (fixed broadband and mobile broadband) and
e-government services are statistically significant predictors of the NEET level. In those
cases, the higher value of examined indicators means a lower value of the NEET rate.
The importance of studying the digital differences is reflected in the fact that the resulting
gap tends to deepen over time. In this case, disadvantaged groups, where the NEET
population can be classified, become even more vulnerable and marginalized over time.
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Therefore it is necessary to implement programs to reduce this gap constantly. The results
of the study indicate those aspects of the digital divide that are most pronounced in
European countries and enable the identification of critical elements for developing
programs to support the digital transformation of rural areas. It is important to emphasize
that the plans for implementing and accepting digital transformation in rural areas should
be strongly harmonized with the needs of a particular community because, in this case,
the "one fit to all" solutions are inadequate.
References
Hollman, A.K., Obermier, T.R., & Burger P.R. (2021). Rural Measures: A Quantitative
Study of The Rural Digital Divide. Journal of Information Policy, 11, 176–201. doi:
https://doi.org/10.5325/jinfopoli.11.2021.0176
Meyn, M. (2020). Digitalization and Its Impact on Life in Rural Areas: Exploring the Two
Sides of the Atlantic: USA and Germany. In: Patnaik, S., Sen, S., Mahmoud, M. (eds)
Smart Village Technology. Modeling and Optimization in Science and Technologies, 17,
99–116, Springer, Cham. https://doi.org/10.1007/978-3-030-37794-6_5
Morris, J., Morris, W., & Bowen, R. (2022). Implications of the digital divide on rural
SME resilience. Journal of Rural Studies, 89, 369-377,
https://doi.org/10.1016/j.jrurstud.2022.01.005
Prieger, J.E. (2013). The broadband digital divide and the economic benefits of mobile
broadband for rural areas. Telecommunications Policy, 37(6–7), 483502.
https://doi.org/10.1016/j.telpol.2012.11.003.
Ye, L., & Yang, H. (2020). From Digital Divide to Social Inclusion: A Tale of Mobile
Platform Empowerment in Rural Areas. Sustainability, 12(6), 2424.
https://doi.org/10.3390/su12062424
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4
DIGITAL LITERACY, ACCESSIBILITY AND
CONNECTIVITY IN RURAL AREAS: THE CASE OF
YOUNG PEOPLE IN ITALY, PORTUGAL AND SPAIN
Tatiana Ferreira - Institute of Social Sciences, University of Lisbon, Portugal
Adriano Mauro Ellena - Università Cattolica del Sacro Cuore - Cerisvico, Italy
Mariano Soler-Porta - Universidad de Málaga, Spain
In a society in which communication is increasingly mediated by ICTs, digital literacy,
accessibility and connectivity becomes crucial, especially for young people living in rural
and/or isolated environments. Promoting digital inclusion of young people in rural
contexts requires, first of all, policies that promote democratisation of access and use of
digital tools, in order to overcome a set of barriers, such as accessibility - investment in
the acquisition of electronic equipment, such as a computer, for example, which is not
always accessible to families; connectivity - many rural and remote areas still have poor
internet coverage; literacy - it is necessary to provide young people with a set of skills
which enable them to the use of ICTs and the internet (Ferreira & Vieira, 2020). As
described above, the use of digital media presents new challenges for young people, as e-
learning and social networks are transforming social relationships. Nevertheless, the use
of ICT provides several advantages, such as the elimination of physical barriers, access
to less costly training, or increased cooperation and communication as well as negative
effects range from inequality and social exclusion (Pagani et al., 2016) to cyber-
aggression (Mishna et al., 2018), technology addiction (Lachmann et al., 2018), and
poorer learning and academic outcome (Hawi & Samaha, 2016). As digital natives,
advanced ICT skills can give young people a competitive edge over the rest of society in
terms of employment opportunities.
Contemporary young people are also called Digital Natives, thus expecting them to have
better digital skills than the rest of the population.These expectations, however, are
illusory, or at least are limited exclusively to a small part of technology use, the more
recreational one or to a relatively small sample of the youth population. In fact, there is
evidence that socioeconomic factors affect the level of young people’s digital skills, thus
creating a digital divide among them. From an intrapersonal perspective, ICT is changing
social interactions. Social media involves creating a digital life and personality which can
affect young people’s well-being. To respond to these challenges, digital skills now form
part of the curriculum of schools and higher education institutions.
In summary, technology is particularly important for young people, specially for those
living in rural areas, as it can mitigate the differences from young people living in urban
areas, in what concerns, for example the access to resources on digital platforms or the
access to online services on education and employment.
This paper intends to map and reflect the situation of ICT in Rural areas, regarding
accessibility, connectivity and literacy, and how this can promote or limit young people's
opportunities and deepening inequalities. Our analysis focuses on the situation of three
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5
southern European countries (Italy, Portugal and Spain). It was decided to consider these
countries for two principal reasons. The first is related to geographical origin: southern
Europe. The second is related to the fact that they share several characteristics in common:
welfare states (Castels, 1995; Ferrera, 1996; Rhodes, 1997); similar labour market
indicators dynamics; political democratic systems (Pridham, 1984; Hopkin, 2001);
bureaucracies (Sotiropoulos, 2004) and, of course, the characteristics of the
administrations themselves.
In terms of methodology, we will focus on secondary data analysis using international
and national databases (Eurostat, ILO, OECD, etc.) on digitalisation.
Keywords: accessibility, connectivity, digital literacy, rural areas, young people and
southern Europe countries
References
Castles, F.G. (1995) Welfare State Development in Southern Europe, West European
Politics, 18, 2, 291-313.
Ferreira, T. & Vieira, M. M.l (2020). Jovens em condição NEEF em áreas rurais.Lisbon:
Instituto de Ciências Sociais da Universidade de Lisboa. OPJ. Observatório Permanente
da Juventude. https://www.ics.ulisboa.pt/flipping/opj2020/2/
Ferrera, M. (1996) The "Southern" Model of Welfare in Southern Europe', Journal of
European Social Policy, 6, 1, 17-37.
Hawi, N. S., & Samaha, M. (2016). To excel or not to excel: Strong evidence on the
adverse effect of smartphone addiction on academic performance. Computers &
Education, 98, 81–89.
Hopkin, J. (2001) A Southern Model of Electoral Mobilisation. Clientelism and Electoral
Politics in Spain, West European Politics, 24, 1, 115-36.
Lachmann, B., Sindermann, C., Sariyska, R. Y., Luo, R., Melchers, M. C., Becker, B.,
Cooper, A. J., & Montag, C. (2018). The role of empathy and life satisfaction in internet
and smartphone use disorder. Frontiers in Psychology, 9, 398.
Mishna, F., Regehr, C., Lacombe-Duncan, A., Daciuk, J., Fearing, G., & Van Wert, M.
(2018). Social media, cyber-aggression and student mental health on a university campus.
Journal of Mental Health, 27(3), 222–229.
Pagani, L., Argentin, G., Gui, M., & Stanca, L. (2016). The impact of digital skills on
educational outcomes: Evidence from performance tests. Educational Studies, 42(2),
137–162.
Pridham, G. (1984) Comparative Perspectives in the New Mediterranean Democracies:
A Model of Regime Transition, West European Politics, 7, 2 (April), 1-29.
Rhodes, M. (ed.). (1997) Southem European Weifare Sta/es. Between Crisis and Refonn.
London: Frank Cass.
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Sotiropoulos, D. (2004) Democratization, Adrninistrative Reform and the State in Greece,
ltaly, Portugal and Spain: Is there a 'model' of South European Bureaucracies, Hellenic
Observatory, LSE, April.
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YOUNG COMMUNITY DEVELOPMENT THROUGH
INNOVATIVE PRODUCTS PROCESSED FROM PALM
COOKING OIL
Andrian Haro - Universitas Negeri Jakarta, Jakarta, Indonesia
The presence of innovative products processed from palm cooking oil is widely used in
the form of solid soap products for souvenirs, air fresheners, and handicrafts. The
existence of this innovative solid soap product comes with a unique and interesting
variety. This provides business opportunities to create innovative products in the market.
Considering that innovative solid soap products can create job opportunities and generate
profits, it is necessary to conduct training and empowerment activities for young people.
One of the potential parties in this training is a young housewife who is a member of the
Family Welfare Empowerment Group (PKK) in Rawamangun, East Jakarta, Indonesia.
Based on the analysis of the situation above, the formulation of the problem is how to
improve the skills of young housewives in the PKK group, Rawamangun sub-district,
East Jakarta, Indonesia? The purpose of this community service is to improve the skills
of young housewives in the PKK group, Rawamangun sub-district, East Jakarta,
Indonesia, through the development of innovative solid soap souvenir products using
palm cooking oil. This is because the main activities of the PKK are to promote and
improve the family's economic standard of living, education, and health, where most of
the members are housewives. Empowerment is a process to increase the ability of the
community to become empowered both in knowledge and skills. In other words,
empowerment is enabling and empowering the community to produce capable and
independent human beings. Product development can be said as a series of activities
starting from the analysis of market perceptions and opportunities, which will end with
the stages of production, sales, and delivery of a product. Product innovation is a
combination of various processes that influence each other. Product innovation can come
from the consumer's desire for a product to be able to meet their needs (market pull). This
encouragement comes from a person or group of people who want to express market
needs into real products so that they can be used by many people who need them. The
method used in the form of simulations and demonstrations using palm cooking oil as
raw material, obtained a positive response from the training participants who were
enthusiastic and full of enthusiasm to try to practice the innovative product themselves.
The most appropriate way to do this is through demonstrations or direct practice in front
of participants. With this demonstration method, it is expected that participants will
optimally learn, remember, understand, and be able to re-do the stages in developing
innovative solid soap souvenir products using palm cooking oil as raw material. Armed
with this training, the young housewives of the PKK group in Rawamangun have opened
their horizons in entrepreneurship and are motivated to create business opportunities
(home industry) in the form of innovative products processed from palm cooking oil
which can later help the household economy. Through this community service activity, it
is hoped that it can provide skills to housewives in the PKK group, Rawamangun sub-
district, East Jakarta, Indonesia, through the development of innovative solid soap
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souvenir products using palm cooking oil. With this training and community
empowerment, young housewives are motivated to open up business opportunities
through these products so that they can be sold in the market.
Keywords: development, family welfare empowerment, innovation, young community
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COMMUNITY, PARTICIPATION AND RURAL
DEVELOPMENT: FLAVORS AND TRADITIONS IN
GUARDA
Ana Lopes - Escola Superior de Educação, Comunicação e Desporto, CEGOT, Instituto
Politécnico de Guarda, Guarda, Portugal
Rosa Branca Tracana - Escola Superior de Educação, Comunicação e Desporto,
CI&DEI, Instituto Politécnico de Guarda, Guarda, Portugal
The transformations of rural territories in more developed countries have tended to give
rise to three main types of narratives and perspectives, both in social representations and
in scientific analyses: the discourses on pre-modernity and rural crisis, in which rural
areas are understood as less developed and backward, thus needing transformation and
development; the productivist perspectives, associated with the development resulting
from agricultural modernization processes and the agrifood sector; the patrimonialist or
rural renaissance approaches, in which rural areas are understood as repositories of
traditional cultural values and of higher environmental quality, thus needing to be
preserved essentially for tourism and leisure activities, (FIGUEIREDO, 2018, p. 4).
The ideal scenario would be to join in the same policy complementary perspectives that
assume the different spheres of rural space and, in this way, achieve the balance of these
territories and their populations, safeguarding culture and identity, and promoting
strategies leading to demographic and economic recovery.
The social, economic, political and cultural transformations of the meanings of the "rural"
place imply rethinking such transformations from the theoretical, methodological point
of view and also from the perspective of intervention - application of policies and
programs, (CRISTÓVAO, 2012, p.3).
As MATEUS (2011) states, when we analyze the rural areas in Portugal, we must consider
the spatial and population components. According to the author, if the first maintains
some quantitative relevance, the second refers to a reality of emptiness and depletion
(MATEUS, 2011, p. 649).
Despite this unavoidable reality, we are witnessing profound changes and transformation
of these spaces, their actors and their ways of life, materialized in their landscapes that,
consequently, also modify the images that have always been associated with them.
The resources, once primary, linked to the agricultural sector, are (re)created in a new
history to be written and are also converted into tourist attractions and products. This
change of roles reaches its exponent from the 80's of the 20th century, through the
emergence of European and national policies to enhance the multifunctionality of rural
areas, supported by the promotion of its authenticity, culture and heritage, what FERRÃO
(2000, p. 48) calls the transformation of the rural world in multifunctional spaces with
heritage value, likely to be the preferred product for new tourist typology(ies), which take
advantage of, transform and reinvent "old territories". As mentioned by CARDOSO
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(2002), cited by SANTOS & CUNHA (2009, p. 2), nature and the environment no longer
have the function of agro-silvo-pastoral production prevalent in the past, to acquire an
aesthetic, symbolic and playful representation, protagonists of strategies to boost tourism
development projects.
Thus, and given the above characteristics, rural territories become an excellent source of
virtues with an immense endogenous potential for the development of economic
activities, not only those linked to agriculture, but having this at its base (SANTOS &
CUNHA, 2009, p. 1).
Through a participatory methodology based on community forums with different agents
and local actors, the main concerns and potentialities were identified in order to develop
a territorial-based project. This allowed the congregation of the three parishes, whose
main objective is to develop community strategies, leading to the sustainable
development of these territories, through the valorization of their ways of life and their
cultural heritage.
Thus, with this project of Sociocultural Animation we intend to dynamize the territory
and disclose the potentialities, customs and traditions of the Teixeira Valley, having olive
oil as the common thread. We believe that these types of actions can only be viable with
the concerted synergies between the various agents and local actors, based on the basic
assumption of any territorial-based intervention strategy, which is the participation of
local populations. The scale at which we work induces us to a proximity with the local
culture inseparable from the participation and commitment of all around a common
project, which in this case is based on "Liquid Gold".
Bibliography
FERRÃO, J. (2000). RELAÇÕES ENTRE MUNDO RURAL E MUNDO URBANO:
Evolução histórica, situação actual e pistas para o futuro. SOCIOLOGIA, PROBLEMAS
E PRÁTICAS (33), pp. 45 - 54. Obtido em 17 de janeiro de 2019, de
http://www.scielo.mec.pt
FIGUEIREDO, E. (2018). Um Rural Cheio de Futuros. Em E. FIGUEIREDO, O Rural
Plural: olhar o presente, imaginar o futuro (pp. 13 - 46). 100 LUZ.
CRISTOVÃO, A., MEDEIROS, V., & MELIDES, R. (2011). Aldeias Vinhateiras, Aldeias
Vivas? Em E. FIGUEIREDO , O Rural Plural - olhar o presente, imaginar o futuro (1ª
ed., p. 494). Castro Verde, Alentejo, Portugal: 100 LUZ.
MATEUS, M. D. (2011). O Rural em Mudança – Breve nota sobre os processos de
urbanização. Em N. SANTOS, & L. CUNHA, Trunfos de uma Geografia Activa:
Desenvolvimento Local, Ambiente, Ordenamento e Tecnologia (p. 887). Coimbra,
Portugal: Imprensa da Universidade de Coimbra.
SANTOS, N. P., & CUNHA, L. J. (2008). Novas oportunidades para o espaço rural:
análise exploratória no Centro de Portugal . Em N. P. SANTOS, & A. GAMA, Lazer - Da
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libertação do tempo à conquista das práticas (1ª ed., pp. 209 - 225). Coimbra: Imprensa
da Universidade de Coimbra.
SANTOS, N., & CUNHA, L. (2009). Novas oportunidades para o espaço rural. Análise
exploratória no Centro de Portugal. VI Congresso da Geografia Portuguesa (pp. 1 18).
Lisboa: Associação Portuguesa de Geógrafos. Obtido em 03 de março de 2017, de
https://estudogeral.sib.uc.pt
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AN OVERVIEW OF THE IMPACT OF THE COVID-19
PANDEMIC ON RURAL TOURISM AND YOUTH
EMPLOYMENT IN ALBANIA
Mirela Tase - University “Aleksander Moisiu”, Department of Tourism; Durres,
Albania;
Aims
The paper aims to discusses the impact of the COVID-19 pandemic on rural tourism and
youth employment in Albania. It points out that the catastrophic scenarios of the decline
in tourism mainly concern urban destinations focused on foreign tourism. In contrast,
rural destinations create an alternative and balanced the losses of tourist arrivals in coastal
areas. Young people in rural areas in Albania are considered the future of rural tourism
and other rural activities, but often lack of supporting by local government, their
communities are faced with poverties. The phenomenon of emigration is still present
nowadays, especially among young generation who often seek opportunities to study,
work and live in another developed country. Rural tourism is a sector which has started
to receive attention in the last decade, and research shows that it can play an important
role regarding youth employment. This article aims to make an analysis of the labor
market perspective for youth in Albania and explore tourism and especially rural tourism
development as a potential for employment. The article highlights as follows:
- The impact of the COVID-19 pandemic on rural tourism in Albania
- The COVID-19 epidemic has created an opportunity for the development of rural
tourism.
- An analysis of the labor market perspective for youth in Albania and explore tourism
and especially rural tourism development as a potential for employment
Methodology
This study will take into consideration the primarily on perceptions or attitudinal data,
complemented by profile of the community or place with its key social, economic and
political characteristics and secondary data provided by the World Travel and Tourism
Council and INSTAT Albania focused on 2020 as the pandemic year. Almost 50 people
participated in the primary data collection by interviewing and/or focus groups, including
young people, their parents, and key informers from local actors implementing youth
programs in rural countryside of Albania. Direct interviews with farmers of different ages
from 2 regions Tirana and Durres
So the development of rural tourism would help the population in such areas to diversify
their activities and earn some extra income, motivating inhabitants to stay in their own
areas. Overall, it would contribute to the balanced development of the regions of Albania.
Findings
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This research will give a clear picture of developing tourism in Albania during the
Covid-19 pandemic year. Improvement: Therefore, among the measures for rural tourism
development after COVID-19, the study strongly recommends that the government draft
a meaningful strategy with specific proposals for improving rural tourism and youth
employment. However, in order to support rural non-farm activities, which may foster
rural employment in a better skills enhanced status, and also serve strategic needs of
country’s development more efforts are required by government and international actors.
International actors along with government institutions can assist initiatives to identify
the most effective way to provide vocational training and education for rural people
particularly for rural youth.
Keywords: Rural tourism, youth employment, tourism
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LEISURE BEHAVIOR AND DIFFERENTIATION OF
MINORITY HUNGARIAN YOUTH FROM
TRANSYLVANIA (ROMANIA)
dr. Szabó Júlia, Babeș-Bolyai University, Romania
In our study we analyse the cultural consumption of youngsters from Transylvania. Our
primary interest is the validity of the shift in status markers from the classical “highbrow-
lowbrow” to the “omnivore-univore” theory. We seek answers to the following questions:
1. What are the cultural consumption characteristics differentiating youngsters?
2. What is the structure of cultural consumption among the Transylvanian youngsters?
3. What are the factors governing cultural consumption?
The socio-political changes in the last couple of decades in Eastern Europe – namely the
transition to market-based economy and the establishment of the democratic system –
lead to important changes in youngster’s life in the region: the “youngster” period has
been extended; within this, the period for studying was prolonged; the autonomy of this
generation increased. Concomitant with the change in the perception of the term
“youngster”, there are significant effects coming from the media, the “consumption
industry”, and the globalisation: these youngsters grow up in a society based on
consumption.
The relationship between social inequality and patterns of cultural taste and consumption
is the subject of a wide sociological debate, two prominent approach-es describing social
stratification. The two dominant paradigms: that of Bourdieu’s class-based approach
(Bourdieu 1978, 1984) and Beck’s paradigm-changing suggestion stating that there are
important structural changes coming with the modernism. There are alternate usages the
class structure and the stratificational approaches and researchers try to figure out whether
the lifestyle- and milieuresearch is a valid alternative for the classical stratification
models.
We agree with the Róbert Angelusz’s metaphor about the “distorted mirrors of visibility”
(Angelusz 2000) which plastically draws the attention to the deterioration of the “clear
sight” when observing society, the reduced transparency of large social groups, as well as
the disappearance of some groups. In agreement with the above, we treat social
differentiation as a multidimensional – multicomponent – phenomena.
In this study we focus on the cultural segmentation of young people. The formative effect
of consumption in the society is an important research direction in within stratification
research; one of them, the “omnivore-univore” theorists (Peterson–Simkus 1992,
Peterson–Kern 1996, ChanGoldthorpe 2007) study the transformation of the notion of
“class” caused by consumerisation and search for new identifying characteristics that
replace traditional consumption patterns. Their main finding is the emergence of the
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“cultural omnivores” as a class-identification that replaces traditional class-based
stratification.
Data and methods
For the description of the cultural segmentation of youth we have used the data of The
Hungarian Youth Research 2016 and 2020, what are representative surveys (regions, age,
gender and type of location) regarding the youth aged of 15–29 from the Transylvania.
At first, we performed cluster analysis – using hierarchical clustering – where we
identified four main groups: the “(highbrow)culture-orientated”, the “omnivores”, the
“screenagers”, and the “passives”. In trying to establish the validity of our relation
between cultural consumption and stratification, we first used a logistic regression model
and identified the factors behind clusters.
Based on the groups of the cluster analysis, a new consumer group emerges: the
omnivores. Socio-demographically, this group strongly differs from the other three.
Omnivores mostly come from urban environment, they are younger and most of them are
women. Regarding their fathers’ occupation, they are mostly descend-ants of parents with
higher positions. The second group, the “screenagers” are mostly men, also younger ones,
between 15 and 19, and mainly with a high school degree, their fathers, in turn, mostly
have a high school vocational degree, or they work as employees. The third group, the
“(highbrow)culture-orientated”, are mostly urban and between 25–29, mostly men.
Regarding their education, they have BSc or high school degree, and most their parents
also possess a BA or an MA/MSc degree. The passives are also dominated by older men,
mainly from rural environment. Most of them only finished the 8th grade or have
vocational studies. They are the children of lower educated parents and they either make
a living from casual jobs or they are completely inactive.
According to our results, we can say that the stratification of youngsters is determined
both by the educational level of the parent but simultaneously the age and the life cycle
is also important.
We conclude that we see horizontal and vertical differentiation among Transylvanian
youngsters.
We conclude, that the emergence of the consumer society changed the dynamics of the
cultural stratification among youngsters, and the horizontal differentiation and lifestyle
typologies will be an important field of research. Our opinion is, that vertical and
horizontal interpretive frameworks should be used together in youth research. Based on
Bourdieu's theory, who – in addition to economic capital – also emphasizes the
importance of cultural and social capital, we also recommend the establishment and
development of a multidimensional model.
References:
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Angelusz, R. (2000) A láthatóság görbe tükrei. Társadalomoptikai tanulmányok. (Curved
mirrors of visibility) Budapest: Új Mandátum Könyvkiadó
Bourdieu, P. (1984) Distinction. A Social Critique of the Judgement of Taste. Harvard
Univerity Press.
Peterson, R. A. – Kern, R. M. (1996) Changing Highbrow Taste: From Snob to Omnivore.
American Sociological Review, 61 (5), 900–907.
Chan, T. W. (2019) Understanding cultural omnivores: social and political attitudes.
British Journal of Sociology, 70 (3), 784–806.
Chan, T. W. – Goldthorpe, J. (2007) The social stratification of cultural Consumption:
Some Policy Implications of a Research Project, Cultural Trends (16/4), 337–384.
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NATIONAL LEVEL SUPPORT PROGRAMS FOR YOUTH
IN RELATION TO EFFECTIVE SCHOOL-TO-WORK
TRANSITION: EXAMPLES OF ITALY, MOLDOVA AND
LATVIA
Maria Diacon - Legal, Political and Sociological Research Institute
Liena Hačatrjana - University of Latvia
Victor Juc - Legal, Political and Sociological Research
Victoria Lisnic - Legal, Political and Sociological Research
Antonella Rocca - University of Naples Parthenope
The aim of the current paper is to give an insight into the macro-level intervention
programs aimed at youth in three countries, Italy, Moldova and Latvia, in relation to the
importance of effective school-to-work transition for young people.
Theoretical approach
The school-to-work transition can be challenging because youths have to compete to
attain jobs, but they lack experience or the skills employers search for (Caroleo et al.,
2020, 2021; Rocca et al., 2021). Across European countries, the school-to-work transition
shows different characteristics, based on different provision of the labour-market services,
capacity of education systems to provide the skills required by employers, and levels of
unemployment. Another important aspect is the prevention of early school-leaving to
provide young people with education and skills to attain better paid jobs (De Luca et al.,
2020). First, brief comparison is given on Italy, Latvia and Moldova, followed by
examples of interventions from these countries.
Table 1. Statistics data comparing Italy, Moldova*, Latvia
Indicators
EU-27
Italy
Latvia
Moldova
% Early school leavers
(18-24 years)
9.9
13.1
7.2
20
% tertiary educated
(15-64 years, 2020)
29
17.9
33.2
18,3*
Spending on education
as % of GDP (2020)
5
4.3
5.9
6.1
% students
underachieving in
literacy (2018)
22.5
23.3
22.4
46,5**
% NEETs (15-34 years
in 2021)
14.4
24.4
13.8
36.6 (for 15-
29 aged
population)
Data from Moldova are not in the Eurostat database
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*https://statistica.gov.md/public/files/publicatii_electronice/Educatia/Educatia
_editia_2020.pdf
**http://aee.edu.md/sites/default/files/raport_pisa2018.pdf
The methodology includes the study of evolution, current context and the development
perspectives of this issue. Comparative and systemic analysis is mainly used. The
questionnaire and interview method are also addressed.
Findings
Case of Italy
Research shows that in Italy the school-to-work transition is one of the longest ones
(Pastore et al., 2020, 2021, 2022). The causes can be found in an education system
strongly disconnected from the labour market, the scarcity of services orienting young
people in the labour market, and the high levels of unemployment. “Alternanza scuola
lavoro” is a reform in the school recently introduced in Italy. It consists of the provision
of compulsory curricula hours to spend in practical activities, usually in an enterprise or
institution connected to the school specific field of study. A higher number of hours are
in the schools with a professional or technical content. It is aimed to make the education
system closer to the business, preparing students for work, to increase innovation, and to
enhance the role of all the players concerning their functions and skills. However, to be
efficacious, this reform needs substantial improvements. Criticisms have also emerged,
as school managers have not been trained for this type of activity, and in many cases the
economic framework in the area of a school is unable to offer adequate opportunities. The
occurrence of some incidents involving students during the activities has further
exacerbated the discontent among school-teachers, students, and politicians.
Case of Moldova
In the Republic of Moldova, as in other European countries, it is recognized that youth
employment is a precondition for poverty eradication and sustainable development.
Identifying the nature and extent of youth employment issues at the national level is
extremely necessary for the formulation of integrated policies and intervention programs.
Improving the school-to-work-transition is a precondition for helping young people
overcome difficulties in finding and maintaining a decent job.
The methodology for researching the transition from school to work has been developed
by the International Labor Office and it enhances research on the situation. Young people
aged 15-29 in the process of school-to-work-transition can be divided in several groups
(data taken from the statistical survey “Transition from school to work (TSM)”):
- 29.9% have completed the process, already having a satisfactory job (average age 25
years);
- 26.6% are still in transition: a) looking for a job, or b) having a job not satisfied with, or
c) not working or learning, but intending to work (average age 23.5 years);
- 43.5% have not yet entered the transition process because: a) they are in training or
studies, or b) they neither study, nor intend to look for work (average age 21.9).
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Case of Latvia
Prevention of early school-leaving is important, as leaving school leads to social and
economic consequences, by limiting students’ further options for education and work,
thus generally increasing the inequality risks (UNICEF Office of Research, 2018). In
Latvia, in parallel to programs that help young people find jobs or gain professional skills,
an important intervention has been implemented since 2017. Project "Pumpurs" is a
support program with the main aim to prevent early school leaving. Statistics show that
the numbers of school-leavers are higher in rural areas: 6.2% in cities and 13.4% in rural
areas, imposing a negative impact for their future (Cabinet of Ministers Republic of
Latvia, 2021). Therefore, prevention is especially important in rural areas.
In “Pumpurs” project, teachers, professionals and the target students receive
consultations, support and training, including financial support. For each target student a
personal development plan is prepared to meet the individual needs. In 2020/2021 a total
of 19 757 individual plans were prepared (Project “Pumpurs”, 2022). The program is
aimed to help at the stage when school-leaving can be prevented, thus students do not cut
off their further possibilities to study and later gain better paid jobs.
Conclusions
Major differences can be seen in the three countries (Table 1) and there are various
interventions that 1) aim at helping young people find jobs or train specific skills for the
job market, 2) focus on the prevention of early school leaving to reduce further risks. For
example, in the case of Latvia, the prevention program might have been helpful, as the
rates of school-dropouts are lower, further leading to a higher percentage of students in
tertiary education that would not have been possible if they had dropped out of high-
school. For Italy, the idea to make the school system less disconnected from the labour
market could reduce the difficulties for young people, but it must be accompanied by
other reforms to fight school leaving. To conclude, it is important to work with both the
prevention and with the consequences of youth school-to-work transition issues, as results
can be achieved at the state level if proper work is invested.
References
Cabinet of Ministers Republic of Latvia (2021). Izglītības attīstības pamatnostādnes
2021.-2027.gadam. [Guidelines for the development of education for 2021-2027, Rules
Nr.436]. Available online at: www.likumi.lv
Caroleo F.E., Rocca A., Quintano C. and Mazzocchi P. (2020), Being NEET in Europe
before and after the economic crisis: an analysis of the micro and macro determinants,
Social Indicator Research, vol. 149, Issue 3, pp. 991-1044, doi 10.1007/s11205-020-
02270-6.
Caroleo F.E., Rocca A., Neagu G. and Keranova D. (2021), NEETs and the process of
Transition from School-to-the Labor Market: A Comparative Analysis of Italy, Romania
and Bulgaria, Youth & Society, DOI: 10.1177/0044118X211056360.
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Central Statistical Bureau (2022). Galvenie statistikas rādītāji. Latvija 2022 [Key
statistics. Latvia 2022]. Available online at:
https://admin.stat.gov.lv/system/files/publication/2022-
05/Nr_02_Latvija_Galvenie_statistikas_raditaji_2022_%2822_00%29_LV_0.pdf
De Luca G., Mazzocchi P., Quintano C. and Rocca A. (2020), Going behind the high rates
of NEETs in Italy and Spain: The role of Early School Leavers, Social Indicators
Research, DOI: 10.1007/s11205-020-02370-3.
Pastore F., Quintano C. and Rocca A. (2020), "Stuck at a crossroads? The duration of the
Italian school-to-work transition", International Journal of Manpower, vol. 42, n. 3, pp.
442-469, https://doi.org/10.1108/IJM-05-2020-0199.
Pastore F., Quintano C. and Rocca A. (2021), Some young people have all the luck! The
duration dependence of the school-to-work transition in Europe, Labour Economics, vol.
70, DOI 10.1016/j.labeco.2021.101982.
Pastore F., Quintano C. and Rocca A. (2022), The Duration of the School-to-Work
transition in Italy and in other European countries: A flexible baseline hazard
interpretation, International Journal of Manpower, published on 01/21/22. Project
“Pumpurs” (2022). Project “Pumpurs” web page. Available online at: www.pumpurs.lv
[accessed on 10.05.2022]
Rocca A., Neagu G. and Tosun J. (2021), School-Work-Transition of NEETS: A
Comparative Analysis of European Countries, Youth & Society, published online
10/11/21, pp.1-23.
UNICEF Office of Research (2018). An Unfair Start: Inequality in Children’s Education
in Rich Countries, Innocenti Report Card 15. UNICEF Office of Research – Innocenti,
Florence. Available online at: https://www.unicefirc.org/publications/pdf/an-unfair-start-
inequality-children-education_37049RC15-EN-WEB.pdf (accessed on 3 June 2022)
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RURAL NEET YOUTH TRANSITION FROM SCHOOL TO
WORK IN LITHUANIA: THE ROLE OF THE YOUTH
GUARANTEE INITIATIVE
Assoc. Prof. Dr. Rūta Brazienė - Vilnius University
PhD Student Justina Krauledaitė - Lithuanian Centre for Social Sciences Institute of
Sociology
PhD Student Sonata Vyšniauskienė - Lithuanian Centre for Social Sciences Institute of
Sociology
The aim of this article is to analyse the role of Youth Guarantee Initiative for a successful
rural NEET youth transition from school to work. According to suggested
recommendations given by the European Commission, since 2014 in Lithuania, a youth
employment support program Youth Guarantee Initiative has been implemented. This
programme involved NEET youth using primary and secondary interventions. Currently,
three Youth Guarantee Initiative projects are being implemented in Lithuania, which aim
to increase the competencies of young people and help them return to school or enter the
labour market. The New Action plan for the implementation of the Youth Guarantee
initiative was approved in 2021. Objectives of the plan are following objectives:
identification of inactive young people, prevention of inactivity, implementation of initial
intervention through early intervention and activation measures, and increased integration
of young people into the labor market.
The transitions and situation of young people on the labour market are particularly
affected by crises: socio-economic crises such as the 2008 financial crisis, and the current
crisis caused by the Covid-19 pandemic (ILO, 2021; Eurofound, 2021; OECD, 2021;
etc.). Socio-economic crises have had a particularly negative impact on young people in
the labour market and on their transition from education to the labour market (Eurofound,
2021). The Covid-19 pandemic has had a negative impact not only on youth employment
levels but also on working conditions, and it affects young people’s search for a job and
employability, making them an even more vulnerable group on the labour market (ILO,
2021; Eurofound, 2021; OECD, 2021; etc.). Youth employment declined in Lithuania
more significantly than the average in the EU27. The lockdown that started in the country
in March 2020 was followed by an increase in unemployment of workers of all age
groups, but we observed in particular an increase in unemployment among young people
in rural areas (18 to 35 years old). For example, according to Lithuanian statistics, youth
unemployment increased from 6.3% in December 2019 to 18.3% in January 2021. In
particular, the Covid-19 crisis has hit socially vulnerable groups of young people
(unemployed young people, NEET youth, young people in non- standard employment,
temporary workers, workers in atypical employment, etc.).
Theoretical approach. The concept of the transition of youth from education to the labour
market. Research literature presents numerous concepts of the transition of youth from
school to the labour market (Gebel, 2020; Brzinsky-Fay, 2013; 2011; ILO, 2009; Elder,
2009; Marchetti et al., 2001; etc.). The transition from school to work has been described
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as a dynamic process, in which a person moves from the education system to a relatively
stable working position (Marchetti et al., 2001). The International Labour Organisation
(ILO) describes the transition from education to the labour market as a period between
the completion of learning and the first permanent/decent work (ILO, 2009). There are
myriad studies of the transition of youth from education to the labour market; and many
different ways of evaluating the quality of transitions from education to the labour market
have been considered in scientific literature (Gebel et al., 2021; Gebel, 2020; Brazienė,
2020; Baranowska-Rataj et al., 2017; Brzinsky- Fay, 2013; etc.). The transition of youth
from education to the labour market is a complex multi- dimensional phenomenon,
determined by multiple interacting factors. The situation of youth in the education system,
the opportunities to gain professional experience during studies, is the core aspect that
influences the employment possibilities of youth in the future (Brazienė, Mikutavičienė,
2013). Other significant individual-level factors include gender, social capital, family
status, etc. (Versnel, 2011; Engeström, 2001; Putnam, 2001; Laroche et al., 1999; etc.).
Methodology. This research is based on the primary data (collected by the Youth Affairs
Agency under the Ministry of Social Security and Labour) of NEET youth involved in
the Youth Guarantee Initiative project (N=584). Data was collected from target groups
participants personal data files. The data file consists of a: participant's questionnaire,
consent to participate in the project form and individual activity plan in the project. In
addition, there are 29 variables including socio-demographic (gender, age, education) and
other characteristics, for example, the duration of participation in the project, family’s
situation, living area (urban vs. rural area) what challenges were being faced, what kind
of professional’s support was being provided, the purpose of taking part in the project and
expectations, etc.
Findings. The research results had revealed that that level of education attained had the
most significant impact on the results of the successful completion of the Youth Guarantee
Initiative project. The higher the level of education, the more likely it is that the
participants achieve the results of the project, that is return to school or successfully enter
the labour market. Sociodemographic characteristics like gender and age were observed
statistically insignificant outcomes in the project. Deviant behaviour, different kinds of
additions were noticed as particularly important risk factors, which interfere with
successful finalization youth guarantee initiative projects. The presence of social risks is
a major factor destroying achievement of the project goals. Finally, the general
effectiveness of the project was not affected by the duration of participation in the project,
but more by services received (or provided) during the project - the more hours devoted
to developing young people's social skills and competencies, the more often they achieved
the results of the project.
Keywords: rural NEET youth, school to work transitions, youth employment, social
inclusion for vulnerable youth, Youth Guarantee Initiative
References
Baranowska-Rataj, A., Bertolini, S., Goglio, V. (eds.). 2017. Country level analyses of
mechanisms and interrelationships between labour market insecurity and autonomy.
EXCEPT Working Papers, WP No 11. Tallinn University.
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Brazienė, R. 2020) Youth Transition from Education to the Labour Market in Lithuania:
The Role of the Youth and Parental Education. The Annals of the American Academy of
Social and Political Science, Vol. 688, Issue 1, p. 155–170. Available on line:
http://journals.sagepub.com/home/ann.
Brazienė, R., Mikutavičienė, I. 2013. Lietuvos jaunimo perėjimas iš švietimo sistemos į
darbo rinką: švietimo, darbo ir užimtumo politikos aspektas. Viešoji politika ir
administravimas, T. 12, Nr. 1, p. 108– 119.
Brzinsky-Fay, Chr. 2013. The Measurement of School-to-Work Transition as Processes.
About Events and Sequences. European Societies. Available on line:
http://www.tandfonline.com/doi/pdf/10.1080/14616696.2013.821620
Elder, S. 2009. ILO school-to-work transition survey: A methodological guide. Module
5, Disseminating survey
Gebel, M., Unt, M., Bertolini, S., Deliyanni-Kouimtzis, V., Hofäcker, D. 2021.
Introduction: Youth transitions in times of labour market insecurity. In M. Unt, M. M.
Gebel, S. Bertolini, V. Deliyanni- Kouimtzi, D. Hofäcker (eds.). Social exclusion of youth
in Europe. The multifaceted consequences of labour market insecurity. Bristol: The Policy
Press, p. 1–27.
Gebel, M. 2020. Young women’s transition from education to work in the Caucasus and
Central Asia. The ANNALS of the American Academy of Political and Social Science,
Vol. 688(1), p. 137–
International Labour Organization. 2009. ILO school-to-work transition survey: a
methodological guide. Geneva.
ILO. Decent Jobs for Youth. 2020. Youth & COVID-19: Impacts on jobs, education,
rights, and mental well- being. Geneva: International Labour Organisation. Available on
line: https://bit.ly/3CSqxGX
Marchetti, M. P., Light, T. S., Feliciano, J., Armstrong, T. W., Hogan, Z., Moyle, P. B.
2001. Physical
Homogenization and Biotic Homogenization in Aquatic Systems. In J. L. Lockwood, M.
L. McKinney (eds.). Biotic Homogenization: The Loss of Diversity Through Invasion
and Extinction, p. 259–278. Kluwer Academic Publishers: New York.
Putnam, R. D. 2001. Social capital: Measurement and consequences. Canadian Journal
of Policy Research, Vol. 2, p. 41–51.
Reitzle, M., Silbereisen, R. K. 2000. The timing of adolescents’ school-to-work transition
in the course of social change: The example of German unification. Swiss Journal of
Psychology, Vol. 59, p. 240–255.
Ryan, P. 1999. The school-to-work transition: issues for further investigation. Education
and Training Division, DEELSA, OECD, Paris. International sociology, 2008, Vol. 23, p.
561–595.
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Saar, E., Unt, M., Kogan, I. 2008. Transition from Educational System to Labour Market
in the European Union: A Comparison between New and Old Members. International
Journal of Comparative Sociology, Vol. 49(1), p. 31–59.
The Reinforced Youth Guarantee. 2021. European Commission. Available on line:
https://bit.ly/3o85IAO
Versnel, J. et al. 2011. International and National factors affecting school- to-work
transition for at-risk youth in The New Action plan for the implementation of the Youth
Guarantee. (2021). Available at:
https://www.etar.lt/portal/lt/legalAct/7315ac1066c611eb9dc7b575f08e8bea
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GENDER AND THE ENVIRONMENTAL CONCERNS OF
YOUNG FARMERS: DO YOUNG WOMEN FARMERS
MAKE A DIFFERENCE ON FAMILY FARMS?
Ilkay Unay-Gailhard
Štefan Bojnec - Department of Economics, Faculty of Management, University of
Primorska, Slovenia
Although the visibility of women farmers in agriculture is increasing, we have little
knowledge about the impact this will have on the environmental management of family
farms. Numerous studies have documented that young women farmers show high concern
for environmentally friendly farming practices relative to young male farmers. However,
family farms are still a prominent business form globally, and it is still unclear whether
or not we can expect young women farmers in different employment statuses (manager,
or full-time farm worker and spouse) and work schedules (full- or part-time) to show any
differences in the adoption of environmental practices compared to young male farmers.
This study investigates the question of how increasing the visibility of women on family
farms, and young women’s sensitivity to environmental concerns relative to male’s, plays
out in the dynamic of adopting AgriEnvironment-Climate Measures (AECMs). Our
results confirm gender differences in AECM adoption behavior when we investigate the
employment statuses of young women farmers; however, for part-time family farms,
gender differences in the adoption behavior disappears, while they emerge for
environmental subsidies received. We argue that gender aspects of the adoption behavior
of AECMs contain several overlapping issues, particularly gender differences in the
spouse’s involvement in farm work.
Keywords: Young farmers, Young women farm managers, Agri-environment-climate
measures (AECMs), Family farms, Part-time farms
Reference
Unay-Gailhard, İ, Bojnec, Š. (2021). Gender and the environmental concerns of young
farmers: Do young women farmers make a difference on family farms? ˙Journal of Rural
Studies, 88, 71–82.
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TECHNOLOGY AND INNOVATION POTENTIAL FOR A
BETTER ENGAGEMENT OF YOUTH IN AGRICULTURE
IN ALBANIA
Luziana Hoxha - Faculty of Biotechnology and Food, Agricultural University of Tirana
Aims
This study aims to explore nexus of youth, technology, innovation and agriculture and the
opportunities that may offered for a better engagement of youth in agriculture, in the case
of Albania. Furthermore, the study tends identify the target groups with capacity to
contribute in rural development through involvement in agriculture, to evaluate the actual
participation of and interest young people in rural communities, challenges and
contribution of youth force in the implementation in the sector of agriculture and rural
development. Technology and innovation in this study are seen as opportunities available
at the sector level, for actively participation of youth in the sustainable growth of rural
Albanian territories, by considering them as a potential to enhance, creativity, provide
independence and strengthen communicative skills, knowledge, and understanding of
youth.
Theoretical approach
There are many challenges recognized globally, hindering youth involvement in
agriculture. On the other hand, is the energy of young people that can help revitalize and
enhance rural communities and local economies, strengthening agriculture sector’s
productivity and effectiveness, through education, entrepreneurship, new technologies
and innovative farming practices. Automation, robotics, and digital tools are dramatically
changing the nature of farming activities. Digital innovations in mechanization
technologies can make agriculture more attractive to rural youth. A growing body of
evidence suggests that information and communications technology (ICT), specifically
mobile phones and digital tools, are attracting youth and entrepreneurs into the sector
(Rosekrans and Hwang, 2021). Technology transfer in the field of agriculture, aiming at
technological upgrading and especially information provision (Country Report, 2006).
Countiry, with new technologies, business models or innovative processes, they can
contribute to economic growth and prosperity (Hach & Trenkmann, 2019). Albanian
youth population comprises 25% of total population, and Albanian population is among
the youngest in Europe (INSTAT, 2015). In Albania, the transition from school to work is
complicated, and the demand for young workers is influenced by the industry and service
sectors and their stages of modernization, as well as the operation of labor market
mechanisms (Pano, 2021).
Methodology
To fulfill the objectives of the study secondary and primary data sources were used.
Beside in-depth literature review (based on articles, previous studies, official reports, etc.)
an open questionary was distributed to different stakeholders, and were collected socio-
demographic data, living situation of Albanian youth, as well as data related to real and
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perceived challenges for youth (aged from 15 to 34 years old) involvement in agriculture
considering the role of: family and rural community, education, training and information,
access to resources (finance, land, etc.), stakeholders partnership role, female
participation, soft skills required in the labor market in Albania, and other influencing
factors that may hinder youth involvement in agriculture, or have potentials for better
engagement of them in the sector. Also, the study is complemented by the data generated
and collected from National Agency of Employment and Skills (NAES).
Findings
The findings of this study shown that generally young people tend to seek profitable, and
prestigious career paths, and in many rural agricultural communities, are parents that
encourage them not working on the family farm. Moreover, this study shows that youth
need to have a clear understanding of how agriculture can provide a profitable and
exciting career path, and to see agriculture as successful career path, is needed exposing
youth to agriculture early on and good education of young people, technical training and,
access to resources, etc. Furthermore, technology and innovation may offer opportunities
for a better engagement of youth, demonstrating to young people that agriculture can be
a viable and profitable business opportunity, and on the other hand are the young
generation that are ready to adapt and master new technologies and innovative farming
practices to solve challenges in agriculture. Also, the identification of key stakeholders
(local governments, nonprofits, and the private sector) and facilitating their partnership
in the sector, can play a critical role to improve engagement with youth in agriculture. As
conclusion, youth engagement in agriculture can be advantageous, may strengthen the
sustainability potential and can enhance the diffusion of innovative technologies and
practices into Albania agricultural system. Technology and innovation appllicable in
agriculture have a potential to enhance, creativity, provide independence and strengthen
communicative skills, knowledge, and understanding of youth, and in the same time may
increase employability. This study may have an impact on the awareness of the
importance and the role of youth can play in agriculture and sustainable development of
Albania rural areas, to rise the enthusiasm and motivation of youth to take an active role
and fostering the engagement and networking of young people living in rural
communities with a perspective in national rural agenda.
References
Bruijn, B., Filipi, Gj., Nesturi, M., and Galanxhi, E. (2015), Youth in Albania: Challenges
in changing times. INSTAT (Institute of Statistics in the Republic of Albania).
Country Report No. 1. The Science, Technology and Innovation System in Republic of
Albania. Available on: https://wbc-
rti.info/object/document/7775/attach/1327_Albania_Final5B15D_1534.pdf
Hach, K., and Trenkmann, E. (2019), Entrepreneurial & Innovation Ecosystem in
Albania. Report of PROJECT NUMBER: 2018/400-907, Available on:
http://euforinnovation.al/wp-content/uploads/2020/03/e-publication-of-the-regionalgap-
analysis.pdf
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INSTAT. Institute of Statistics, Albania: www.instat.gov.al/
NAES. National Agency of Employment and Skills, Albania: https://akpa.gov.al/
Pano, E. (2021), Increasing Youth Employability in Albania by Enhancing Skills through
Vocational Education. European Journal of Economics and Business Studies, 7 (2): 12-
19.
Rosekrans, K. and Hwang, T. (2021), Soft Skills and Youth Workforce Development in
Sub-Saharan Africa: A Review of the Literature. Dexis Consulting Group.
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MAKING RURAL AREAS MORE ATTRACTIVE TO
YOUTH–APPLICATION OF INDUSTRY 4.0 TOOLS
Aleksandra Nikolić - University of Sarajevo, Faculty of Agriculture and Food Sciences
Alen Mujčinović - University of Sarajevo, Faculty of Agriculture and Food Sciences,
Abstract
Depopulation of rural areas is not the question of insufficient jobs, but rather the
insufficient number of prestigious, well-paid jobs, and limited possibilities to make a
career (Vaishar, Šťastná, Zapletalová, & Nováková, 2020). As the main employer in rural
areas, the agrifood and related economic sectors have to be reshaped to build up their
resilience, sustainability, and capability to expand smart and attractive services and
products. The only way to achieve it is to apply measures focused on the application of
new technologies socalled Industry 4.0 to promote smart, precision farming technologies
(EIP-AGRI, 2015), the development of alternative food networks, like SFSCs (IPES
FOOD, 2018, 2019), improving collaboration and fostering the development of new
business models (Lioutasa & Charatsari, 2022). Such an approach should result in a deep
transformation of rural areas to shape up crosslinked and the value-added economic
network that is very vivid, reflecting and responding to social, economic, political, and
environmental conditions fostering its capacity to be resilient, provide business
opportunities, decent/attractive jobs as well as access to sustainable, nutritional,
affordable, safe, quality, and sufficient food, feed, fiber, and fuel to all stakeholders.
The main objective of this research is to raise awareness about the application of Industry
4.0 tools to create new and attractive business ventures for youth, thus, reversing the
negative trend of migration of the young population from rural to urban areas as well as
addressing the aforementioned challenges of agrifood system. Carried out through three
stages, research involving ‘planning the review’, ‘conducting the review’, and ‘reporting
and dissemination, which are suggested in many research (Tranfield et al., 2003). The
review is focused on the period from 2019 to 2021 and uses „Agriculture 4.0“ and „ Food
system and Industry 4.0“ as keywords to undertake a search through Science direct, which
is recognized as the most relevant one. This research paper is built on a systematic
literature review (SLR) which is a method to select the most relevant and high-quality
studies from previous literature (Zhaoa et al. 2019). SLR is according to Forcina and
Falcone (2021) better approach than traditional because it is applied through a replicable,
scientific, and transparent process. In such this a way the risk of research bias or non-
critical evaluations is reduced significantly.
Based on SLR results, holistic paths of ongoing change are driven by emerging
technologies but fueled by new opportunities to generate value +, underpinning the
distinct nature of companies, providing extended customer satisfaction, while at the same
time addressing pressing challenges, such as sustainability. The final result is a selection
of factors that model future agri-food system as a core of rural economies (Nikolić,
Mujčinović & Bošković, 2022), “unlocking” its capacity to address very complex
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challenges by strengthening sustainability through the promotion of Industry 4.0 based
business models increasing competitiveness to attract young people.
Keywords: Industry 4.0, Agriculture 4.0, Food System, New Business Models,
Sustainability, Systematic Literature Review
References
EIP-AGRI. (2015). EIP-AGRI Focus Group Precision Farming. Final Report November
2015. Available at: https://ec.europa.eu/eip/agriculture/sites/agri-eip/files/eip-
agri_ focus_group_on_precision_farming_final_report_2015.pdf.
Forcina, A., & Falcone, D. (2021). The role of Industry 4.0 enabling technologies for
safety management: A systematic literature review. Procedia computer science, 180, 436-
445.
IPES FOOD. (2018). Towards a Common Food Policy for the EU. EU Food and Farming
Forum 2018, Brussels.
IPES FOOD. (2019). TOWARDS A Common Food Policy for the European Union the
Policy Reform and Realignment That Is Required to Build Sustainable Food Systems in
Europe. Available at: http://www.ipes-food.org/_img/upload/files/CFP_FullReport.pdf.
Lioutas, E. D., & Charatsari, C. (2020). Smart farming and short food supply chains: Are
they compatible?. Land Use Policy, 94, 104541.
Nikolić, A., Mujčinović, A., & Bošković, D. (2022). Get Ready for Industry 4.0–Tool to
Support Food Value Chain Transformation. In Central European Congress on Food (pp.
453-476). Springer, Cham.
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing
evidenceinformed management knowledge by means of systematic review. British
journal of management, 14(3), 207-222.
Vaishar, A., Šťastná, M., Zapletalová, J., & Nováková, E. (2020). Is the European
countryside depopulating? Case study Moravia. Journal of Rural Studies, 80, 567-577.
Zhao, G., Liu, S., Lopez, C., Lu, H., Elgueta, S., Chen, H., & Boshkoska, B. M. (2019).
Blockchain technology in agri-food value chain management: A synthesis of applications,
challenges and future research directions. Computers in industry, 109, 83-99.
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THE DEVELOPMENT OF AGROTOURISM SYSTEMS
THE OPPORTUNITIES FOR THE YOUNG
GENERATIONS IN RURAL AREAS IN THE REGION OF
KORÇA.
Dr. Aldona MINGA - University “Fan S Noli” of Korca
Dr. Rezarta HASANAJ - University "Ismail Qemali" of Vlore
Dr. Ilir SOSOLI - University “Fan S Noli” of Korca
Abstract
The main aim this paper is to present the management strategies, addressing young people
toward labour market in agrotourism system, which will teach them the skills of doing
business through the development of rural markets and promotion of healthy eating.
Being considered as a sector under development, still it is yet to known about the
characteristics of farms or either farmer that might have a positive impact on tourism
enterprises (Williams P, Paridaen M, Dossa K, Dumai M 2001).
During the last decade, in Korca region, agritourism has become an important alternative
form of tourism linking two important sectors “Agriculture and Tourism” and providing
opportunities, for the rural community of the region to enhance their income. The region
possesses a wide range of resources and different historical, cultural and natural
attractions that can be developed potentially (Qirici, E., Theodhori, O. 2013). The
combination of all these attractions with the diverse relief and landscape, form great
opportunities for the development of rural areas of the region. Moreover, farm
diversification to tourism it is considered to protect farms from different market
fluctuations, driving them to develop new types of business activities and acting as
“entrepreneurs” (Besra, N. 2018). Despite the investments of private business operators
during the last years and the performance of the sector, it is observed that the effectiveness
of their activities and the quality of their services has to be improved. One of the key
issues that threatens the success of local business operators, the involvement of young
generation in the sector and inhibits farmers to diversify it is the distinct lack of business
skills.(Demirović, D., Simat, K., & Radović, G. 2014).
Nowadays young people are no longer interested in staying and investing in rural areas.
Agriculture is rarely the solution for their studies. They consider this field as unsuccessful
or nonprofitable. In order to involve young people in agriculture, field specialists need to
inform young people about their precious contribution with new ideas and perspectives
(Lattanzi, M. 2005). Today young people can choose professions different from the
farmer classic role and can provide more incomes. Here can be included production
technologies, marketing, logistics, urban farming projects, environmental science, tourist
farms, nutrition sciences and so on.
Generally, agritourism business it is considered as innovative, in the sense that there are
a lot of opportunities for “product diversification” (Ochterski, J., & Roth, M. 2008). Based
on that, it is believed that new sectors under development, where exist a lot of possibilities
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for innovation should be directed toward a new approach, that incorporate to a greater
extent the role of young people in the sector.
Methodology: For this research we have used the surveys through interviews conducted
and field observation throughout the Korca region (MBZHR 2020). The data were
analysed using descriptive analysis and a SWOT analysis which supports the
development of agritourism and the opportunities for the young generation to be
employed in this sect. (Strategjia Kombëtare për Zhvillimi dhe Integrim 2015-2020)
Finding: The development of agritourism creates new paths for income generation
opportunities for the younger generations through an innovative strategy that includes
leisure activities for tourism, economic and non-economic benefits for farmers, visitors
and communities (MTK 2019-2023).
To understanding and awareness of the necessary managerial skills and capacities through
different value chain actors, to increase the opportunities of the new generation to be
employed in the agrotourism sector. Also, promoting new ideas (startup) for a rural
entrepreneur, who is no longer a farmer, to focus on the alternative business of non-food
production.
The opportunity to promote best practices and managerial skills, as an important aspect
that affects the sustainable development of the agrotourism sector.
References
Qirici, E., dhe Theodhori, O. (2013). Menaxhimi i destinacionit si një mënyrë për
zhvillimin konkurrues të turizmit. Rast studimor Krahina Jugore e Shqipërisë. Revista
rumune e ekonomisë dhe biznesit, 8(2), 48.
Lattanzi, M. (2005). Creating Successful Agritourism Activities for your Farm. South
Deerfield, MA: Community Involved in Sustaining Agriculture (CISA), 36.
Demirović, D., Simat, K., & Radović, G. (2014). State Support for Development of
Agritourism Entrepreneurship in AP Vojvodina (Serbia). Tourism Education Studies and
Practice, (1), 11-22.
Williams P, Paridaen M, Dossa K, Dumai M (2001). Agri-tourism market and product
development status report
Ochterski, J., & Roth, M. (2008). Getting started in agritourism. Cornell Cooperative
Extension.
Ministria e Bujqësisë dhe e Zhvillit Rural (MBZHR) Ministria e Bujqësisë dhe Zhvillimit
Rural (bujqesia.gov.al)
Besra, N. 2018. Agritourism in Albania: Trends, Constraints, and Recommendations.
Qendra për Zhvillim Ekonomik në Universitetin e Harvardit.
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Ministria e Turizmit dhe Kultures (MTK). Strategjia Kombetare Per Zhvillimin e
Qendrueshem Te Turizmit 2019-2023. Strategjia-Kombëtare-e-Turizm
1
t2019-2023.pdf
Strategjia Ndërsektoriale për Zhvillimin Rural dhe Bujqësor 2014-2020
Strategjia Kombëtare për Zhvillimi dhe Integrim 2015-2020. Strategjia Kombëtare për
Zhvillim dhe Integrim (dap.gov.al)
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FUTURE PLANS OF NEETS, CASE STUDY IN THE
SOUTH-WEST OF ROMANIA
Sebastian Fitzek - Institute for Quality of Life Research
Corina Drăgan - Institute for Quality of Life Research
In the European strategic document "Youth-Investment and Training" (EUROPEAN
COMMUNITY COMMISSION, 2020), the objectives include access of young people to
the labour market, together with education, solidarity, civic participation, etc. In this
study, we want to capture the preferences of young NEETS in the South-East region of
Romania regarding their choices and decisions to plan their professional life at home or
abroad. The study answers the following questions: a. What are the plans of NEETS
young people in the South-West region of Romania for those who choose to stay in the
country or for those who choose to go abroad; b. What is their vision of a future career
and what is their vision of starting a family? The two questions will be part of a wider set
of relevant questions built around an online questionnaire, providing a contextualisation
and description of how young people organise their lives through family and career. The
concept of NEETs is used to describe the vulnerable socio-economic situation that young
people in the EU (aged 16-29) experience. However, specifically, NEETs has a more
complex meaning and a wider range of coverage: from unemployed young people to those
who have voluntarily assumed this status, from people with disabilities to those who are
looking for socio-professional opportunities, etc. We believe that the participation of each
group of young people in NEETs differs from one country to another, and public needs
and policies may be different. An analysis of this population group is of major interest.
The results of this research are important because Romania is a country with the highest
proportion of NEET young people and is insufficiently included in the specialised study
circuit.
Working methodology
In order to achieve the set objectives, we are going to make uses of a comprehensive
methodology, which includes:
- Analysis of national and European documents (reports, studies, needs assessments,
project implementation reports);
- Analysis of national and European public policies on young people and connected fields;
- Analysis of secondary data – available data on young people in rural areas;
- Quantitative research based on the sociological survey: questionnaire applied with
selected young people aged between 16 and 29 from rural South-West Oltenia
participating in the project;
- Qualitative research: In-depth interview with young people from South-West Romania:
Olt, Dolj, Vâlcea and Gorj.
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References
Pop, L. M. (2002). Dictionary of social policies. Bucharest: Expert.
Zamfir, C. (1995). Politica socială în Romania în tranziție. În C. Zamfir, & E. Zamfir,
Politici sociale. România în context european. (p. 414). București: Editura Alternative.
*** COMMISSION OF THE EUROPEAN COMMUNITIES . (2020). 7EU Strategy for
Youth-Investing and Empowering. A renewed open method of coordination to adress
youth challenges . Retrieved 06 27, 2022, from
https://youth.gov.mt/wpcontent/uploads/2020/02/youth-strategy-assessment-
2009_en.pdf?e4b9cf&e4b9cf
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DESIGNING VOCATIONAL TRAINING POLICIES FOR
THE NEXT TEN YEARS IN AN OUTERMOST
EUROPEAN REGION: HIGHLIGHTS FROM A
PARTICIPATORY PROCESS
Leonor Bettencourt - Centre for Social Research and Intervention (CIS-Iscte), Lisbon
Francisco Simões - Centre for Social Research and Intervention (CIS-Iscte), Lisbon
Bernardo Fernandes - Centre for Research and Studies in Sociology (CIES-Iscte),
Lisbon
Joana Fonseca - University Institute (Iscte-IUL), Lisbon
Aims
Our goal is to systematically analyze the most needed reforms in the Vocational and
Educational Training (VET) sector in The Azores, a Portuguese outermost region,
following a participatory research approach involving different stakeholders’
perspectives. Our aim is, therefore, exploratory, stemming from a central research
question: how can the VET sector be improved in The Azores from a multi-stakeholder
perspective?
Theoretical approach
Our goal is justified by three reasons that lay down the context and relevance of our
research.
Firstly, VET deliverance in outermost regions is challenged by these territories’ limited
resources. Outermost regions are small islands within the European Union, which are
distant and isolated from the European continent and sometimes closer to non-European
countries. These are usually considered low-density territories, typically with small,
sparse, and aging populations, which are economically excluded from significant national
and international commercial flows (European Parliament, 2015). These regions depend
on limited local markets and often rely on a reduced number of goods or the primary
sector activities (e.g., agriculture) (European Parliament, 2015). Secondly, the
development of VET public policies in outermost regions is driven by high expectations
of its short- and long-term impact. Overall, VET refers to educational pathways that go
beyond schooling and certification requirements, by preparing students to perform a
certain profession or group of professions (United Nations, 1997). In outermost regions,
VET is understood as one of the main tools to overcome the shortage of a qualified labor
force. However, political proclamations at the regional level often frame VET as a fit-all
solution for other societal problems such as school failure, youth out-migration, lack of
economic competitiveness and social exclusion. Driven by this narrative, VET may fail
to tackle both qualification goals, as well as any of the previously pinpointed societal
challenges efficiently (Governo dos Açores, 2022).
Thirdly, the success of VET in outermost regions is strongly dependent on a complex
coordination of policies in two ways. VET is heavily supported in these territories by EU
funds (Direção Regional do Planeamento e Fundos Estruturais, 2014), calling for strong
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vertical coordination between regional, national, and European priorities (European
Commission, 2020). Such coordination is seldom found in areas of decisionmaking
related to vocational training, such as school-to-work transition or youth employment
(Shore & Tosun, 2019). Additionally, vocational training implementation requires strong
horizontal coordination across different domains of regional policymaking. This
requirement, increasingly embedded in pivotal European recommendations (e.g.,
European Council, 2021), is often challenged by a dominant, bureaucratic culture of
policy-making silos, with only a few interconnections between sectoral policies, and a
severe loss of efficiency (Christensen, 2015; Marques, 2015). Therefore, looking to the
future of VET in The Azores for the next decade through the lens of the integrated
governance paradigm (Christensen, 2015) demands fostering the dialogue between the
education, economy, and employment sectors, outlining realistic goals and positive
expectations that manage to align European, national and regional discourses (Huxham
& Vangen, 2005).
Methodology
Data collection involved the organization of 18 online world-café sessions (The World
Café, 2021) involving different relevant stakeholders (n = 164): trainees (n = 58); trainers
(n = 21); institutional representatives (n = 42); unemployed people registered at local
public employment agencies (n = 21); and businesspersons (n = 22). The study was
conducted as part of a public initiative, the Regional Fórum for Professional
Qualification, with the intention of informing the design of a new strategy for the VET
sector, in The Azores, for the next decade.
Firstly, data was qualitatively assessed, through a content analysis of the proposals shared
by the participants during the sessions. Secondly, we conducted a correspondence analysis
to analyze which topics were more relevant to the improvement of the regional VET
sector for each group of stakeholders.
Findings
This research reached three main findings, each reflecting different layers of the
integrated governance model. The first set of reforms stressed the need for policy
measures to improve the social perceptions about VET, in line with the commitment of
integrated governance to producing social change through policies (Christensen, 2015).
Participants generally acknowledged that VET is still perceived as an inferior,
secondchance education modality in the region. These negative social representations are
prevalent because VET is presented as a non-normative educational pathway to secondary
school certification (Gekara & Snell, 2018) and to develop practical work skills (Martins
& Martins, 2016). These views are common in outermost regions, where VET is often
seen as a magical solution for early school leaving from education and training (Diogo,
2016).
A second set of proposals reflected the need for reforming the VET sector through
coordination between multiple public agencies, as well as between public and private
actors (in)directly involved in VET. Stakeholders largely described horizontal
coordination requirements, one of the structural axes of the integrated governance model
(Christensen, 2015). Their proposals are contextually relevant, as VET involves complex
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policies with potential spill-over effects over wicked problems common in outermost
regions, such as high shares of young generations out-migration (Farrugia, 2016), low
economic competitiveness (European Council, 2021) and poverty (Governo Regional dos
Açores, 2022).
The third set of reforms covered a significant number of suggestions aimed at improving
the VET sector curricula, associated funding schemes and human resources capacity.
Overall, these proposals highlighted another fundamental axis of the integrated
governance model: the vertical coordination of policies, with a few references, again,
being made to horizontal coordination (e.g., coordination between VET schools)
(Christensen, 2015). VET implementation in outermost regions is strongly shaped by the
EU funds. These funds bring attached practical requirements for VET development (e.g.,
curricular structure), which are often hard to achieve in outermost regions. The proposals
express, therefore, how the EU financial rules end up constraining both training
diversification and specialization, as well as the balance between labor force offer and
demand because they are not flexible enough to accommodate regional challenges.
References
Christensen, T. (2015). Integrated Governance: How? Where? For what? In Vários (Eds.)
Governação Integrada: A experiência internacional e desafios para Portugal (pp. 13-
16). Fórum para a Governação Integrada.
Diogo, A. M. (2016, julho, 6-8). O Ensino Profissional nos Percursos dos Jovens: entre
Modos Tradicionais de Aprendizagem Profissional e Contextos Formais de Formação
[Comunicação oral]. IX Congresso Português de Sociologia, Portugal, território de
territórios, Faro, Portugal.
Direção Regional do Planeamento e Fundos Estruturais. (2014). Programa Operacional
Regional dos Açores 2014-2020.http://poacores2020.azores.gov.pt/wp-
content/uploads/2015/11/A2_PO-A-ORES-2014-2020.pdf
European Commission. (2020). Achieving the European Education Area by 2025.
Retrieved from https://ec.europa.eu/commission/presscorner/detail/en/IP_20_1743
European Council. (2021). Declaração de Osnabrück sobre o ensino e a formação
profissionais como facilitador da recuperação e da transição justa para a economia digital
e a economia verde [Osnabrück declaration on vocation educational training and an
enabler of recovery and just transitions to digital and green economies]. Retrieved from
https://ec.europa.eu/social/main.jsp?catId=738&langId=pt&
pubId=8441&furtherPubs=yes
European Parliament. (2015). Regiões ultraperiféricas [Outermost regions]. Retrieved
from europal.europa.eu/ftu/pdf/pt/FTU_3.1.7.pdf
Farrugia, D. (2016). The mobility imperative for rural youth: The structural, symbolic and
non-representational dimensions rural youth mobilities. Journal of Youth Studies, 19,
836–851. https://doi.org/10.1080/13676261.2015.1112886.
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Gekara, V., & Snell, D. (2018). Designing and delivering skills transferability and
employment mobility: the challenges of a market-driven vocational education and
training system. Journal of Vocational Education & Training, 70(1), 107-129.
https://doi.org/10.1080/13636820.2017.1392996
Governo dos Açores (2022). Agenda regional para a qualificação profissional [Regional
agenda for professional qualification]. Retrieved from https://frqp.azores.gov.pt/
Huxham, C., & Vangen, S. (2005). Managing to Colaborate - The Theory and Practice
of Collaborative Advantage. Routledge.
Marques, R. (2015). Governação integrada: uma resposta à era da complexidade
[Integrated governance: A response to an Era of complexity]. In R. Marques, & D. Ferraz
(Eds.), Governação Integrada e Administração Pública [Integrated governance and
public administration]. Ina Editora.
Martins, E. C., & Martins, S. I. B. (2016). A visão do ensino técnico-profissional
português: evolução histórica das medidas e rupturas. Boletim Técnico do Senac, 42, 6-
31. http://hdl.handle.net/10400.11/5389
Shore, J., & Tosun, J. (2019). Assessing youth labour market services: young people's
per- ceptions and evaluations of service delivery in Germany. Public Policy
Administration, 34, 22–41. https://doi.org/10.1177/0952076717722192
The World Café. (2021). World Cafe Method.
http://www.theworldcafe.com/keyconcepts-resources/world-cafe-method/
United Nations (1997). Classificação Internacional Tipo da Educação – CITE 1997
[International Classification of the Types of Education - CITE]. Retrieved from
https://estatistica.dgeec.mec.pt/docs/docs_cdr/ISCED_97.pdf
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POLICIES FOR NEETS’ INCLUSION - YOUTH
GUARANTEE IMPLEMENTATION IN ROMANIA
BETWEEN PROPOSAL AND REALITY
Claudia Petrescu - Research Institute for Quality of Life, Romanian Academy
Adriana Negut - Research Institute for Quality of Life, Romanian Academy
Gabriel Stanila - Sustainable Development Department
Keywords: NEETs, rural, youth, employment, education, public policies
Abstract
The Youth Guarantee Program (YGP) is one of the European Commission's most
important initiatives to address the issue of high youth unemployment, which aims to
provide young people under 25 „a good-quality job suited to their education, skills and
experience” or ”the education, skills and experience required to find a job in the future
through an apprenticeship, a traineeship or continued education” within four months of
leaving school or losing a job. In 2020 the YGP was reinforced, and proposed to reach
out a broader target group of 15 to 29 year-olds. Not all European countries have
introduced the Youth Guarantee so far, many are still working on plans to implement it.
Romania is one of these states.
Aim
In 2014, European countries started implementing YGP, which led to a decrease in the
number of young NEETs in the next 6 years. This paper presents an overview of the YGP
implementation in Romania in the 2014 - 2020 period by identifying the main challenges
and barriers that prevented the achievement of the proposed results.
Theoretical approach
Youth unemployment represents one of the main challenges of the European Union due
to its economic and social impact (e.g., lack of social support, lack of social insurance,
being more vulnerable to physical and mental problems, feeling of shame and low self-
esteem, and increased likelihood of experiencing periods of unemployment at later ages
etc.) (Brandt and Hank 2014; Gregg 2001; Vancea and Utzet 2017; Shore and Tosun
2019).
The YGP aimed to address two main issues that affect the NEETs’ employment: the
school to work transition, and the support for employment. This involved a major shift
from passive labour market policies to active ones. For the European Commission (EC),
the YGP’s implementation represented a structural reform in each member state that
included reinforcement of the public employment services (PES) and educational system
(European Commission 2014). At the same time, this was also an innovative active labour
market policy due to the wide variety of measures proposed which included: (a) education
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programmes better adapted to the labour market requirements − e.g., initial vocational
education, entrepreneurship courses; (b) remedial education school dropout measures −
second chance education, or other routes to re-enter education and training; (c)
apprenticeship, traineeship, or internship schemes; (d) entrepreneurship and self-
employment guidance; (e) training programmes; (f) labour market intermediation
services; e) active labour market policies − direct employment creation, hiring subsidies,
employment/labour mobility and start-up incentives (European Council 2013).
The YGP, the EU flagship initiative that aims to address the issue of NEETs, has achieved
different results in different EU member states due to factors related to the PES capacity
of implementation, but also to cooperation/partnership between actors involved in the
programme’s implementation (Trein and Tosun 2021). The varieties of public-private
coordination of the YGP represent one of the main factors which lead to different results
in the implementation of the YGP in EU members states. In mixed market economies, the
inclusion of private actors in the implementation of the YGP is less encouraged due to the
public institutions’ central role in labour market implementation. In countries with a
higher spending on active labour market policies, a restrictive public-private coordination
in YGP implementation is adopted. Emerging market economies (i.e., those found in
Central and Eastern Europe) develop new structures for public-private co-ordination of
the YGP due to the high number of NEETs given that this implies increased pressure on
the government to expand the public-private coordination in order to successfully
implement the YGP.
Methodology
The paper draws on extensive research of the Youth Guarantee Programme
implementation process in Romania, using a mix of research methods including
secondary data analysis, social document analysis, and public policy analysis. The
analysis of the YGP’s implementation in Romania involves a secondary data analysis of
administrative data regarding the number of NEETs that benefit from various measures
(from PES, Ministry of Education), and data about programmes for NEETs financed by
the ESF.
Findings
The main barriers in the implementation of YGP in Romania are related to the lack of
coordination of measures between institutions, lack of flexibility in registering young
NEETs, low level of partnership with local authorities, companies, NGOs, delays in
funding measures to be carried out with funds, lack of centralized monitoring data to
provide a picture of progress and necessary improvement measures.
Unlike other emergent economies from Eastern Europe, Romania did not develop a
publicprivate coordination mechanism for the implementation of the YG and focused
mainly on public actors’ involvement in the process. Private actors began to be
encouraged to get involved in the YG implementation after the poor results obtained from
public institution in this area. The implementation arrangements at the national level have,
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of course, affected the results obtained in various EU countries in relation to the YG
implementation process. Thus, unlike Romania, most of the countries with higher NEETs
rates developed public-private coordination mechanisms which, demonstrably, helped
them to reach more NEETs.
References
Brandt, M. and Hank, K. (2014). Scars that will not disappear: Long-term associations
between early and later life unemployment under different welfare regimes. Journal of
Social Policy, 43(4), 727–743. https://doi.org/10.1017/S0047279414000397.
European Commission. (2014). MEMO The EU Youth Guarantee.
https://ec.europa.eu/commission/presscorner/detail/en/MEMO_14_571.
European Council. (2013). Council Recommendation of 22 April 2013 on establishing a
Youth Guarantee, 2013/C 120/01, April, European Council, Brussels.
Gregg, P. (2001). The impact of youth unemployment on adult unemployment in the
NCDS. The Economic Journal, 111(475), 626–653. https://doi.org/10.1111/1468-
0297.00666.
Shore, J. and Tosun, J. (2019). Assessing youth labour market services: Young people’s
perceptions and evaluations of service delivery in Germany. Public Policy and
Administration, 34(1), 22–41, https://doi.org/10.1177/0952076717722192.
Trein, P. and Tosun, J. (2021). Varieties of public-private policy coordination: How the
political economy affects multi-actor implementation. Public Policy and Administration,
36(3), 379−400, https://doi.org/10.1177/0952076719889099.
Vancea, M. and Utzet, M. (2017). How unemployment and precarious employment affect
the health of young people: A scoping study on social determinants. Scandinavian Journal
of Public Health, 45(1), 73–84. https://doi.org/10.1177/1403494816679555.
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MAPPING EMPLOYMENT AND EDUCATION FOR
RURAL YOUNG NEETS – AN EUROPEAN OVERVIEW
Ana Sofia Ribeiro - Instituto de Ciências Sociais, Lisboa, Portugal
Tatiana Ferreira - Instituto de Ciências Sociais, Lisboa, Portugal
The European Union targeted young people living in rural areas in the definition of its
European Youth Strategy (2019-2027). This group is referenced in one of the European
Youth Goals - Moving Rural Youth Forward, which aims to create the conditions enabling
young people to access their rights and fulfil their potential in rural areas, thus ensuring
equity between them and young people living in urban areas (European Union, 2018).
Despite this recognition by the international policies, significant differences persist
between urban and rural areas, with young people living in rural areas facing additional
challenges in their school trajectories and their integration into the labour market.
Furthermore, they persist to be invisible to research and public policies, particularly those
in NEET condition (Neither in Employment, Education or Training), as the intervention
and employability promotion programmes tend to be massive and standardised, without
being anchored in the territory.
In this context, the aim of the Track-IN project is to deliver an evaluation model of the
effectiveness of Public Employment Services (PES) tracking support types, trying to
respond to the challenges of the mismatch between broadband policy package aims and
the needs of NEETs in rural areas and contribute to a greater visibility to the constraints
and needs that young people face in rural areas (Carcillo et al, 2015). The Track-In project
comprises a comparative 6 country case study (Portugal, Italy, Estonia, Lithuania, Spain
and Bulgaria), approached by three studies theoretically informed by Bronfenbrenner's
socio-ecological model (1979). The study focused on meso level proposes to map the best
practices in tracking young people aged between 25-29 years old, living in rural areas,
and who are currently in a NEET situation (not in employment, education, or training).
NEETs in rural areas face several challenges in finding adequate and decent work and
tend to combine multiple personal risk factors (poverty, school failure, and low skills)
(Simões et al, 2017; Ferreira & Vieira, 2020). On an institutional level, difficulties range
from inadequate formal support (e.g., lack of PES resources or adequate training) and
informal support (for instance, families with lower socioeconomic status or low resources
social networks) that often intensify individual barriers. Structural aspects such as
geographical conditioning and depopulation of rural areas often mean fewer job
opportunities, dependent on mobility and on specific skills that one may have not acquired
due to early school leaving or lack of educational opportunities in the residence area.
Therefore, improving their tracking models will impact their inclusion in the job market
and they can benefit more from public employment initiatives.
Our presentation will focus on the first task of this study (mapping), presenting a portrait
of rural NEETs aged between 25 and 29 years old, over the last decade (2011-2021),
identifying all rural PES across the beneficiary countries, using Eurostat Labour Force
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Survey (2018) collapsed by degree of urbanisation to delimit the territorial research scope.
We will provide a regional focus on Southern European and Eastern regions and on the
emergence of digitalisation due to the pandemic crisis. The transnational overview will
include indicators on youth population, youth employment and unemployment,
education, and NEETs distribution. The characterisation of all indicators will adopt the
degree of urbanisation as a central criterion, enabling proportional comparisons between
rural areas, towns and suburbs and cities.
References
Bronfenbrenner, U., (1979). The ecology of human development. Cambridge, Mass.:
Harvard University Press.
Carcillo, S., Fernández, R., & Königs, S. (2015). NEET Youth in the Aftermath of the
Crisis: Challenges and Policies (No. 164; OECD Social, Employment and Migration
Working Papers). https://doi.org/10.1787/5js6363503f6-en
European Union (2018). European Union Youth Strategy 2019-2027. Official Journal of
the European Union, C456, 18 December. https://eur-
lex.europa.eu/legalcontent/EN/TXT/?uri=OJ:C:2018:456:FULL
Ferreira, T. & Vieira, M. M.l (2020). Jovens em condição NEEF em áreas rurais. Lisbon:
Instituto de Ciências Sociais da Universidade de Lisboa. OPJ. Observatório Permanente
da Juventude. https://www.ics.ulisboa.pt/flipping/opj2020/2/
International Labour Organisation. (2022). Global Report- Technology Adoption in
Public employment services- Catching up with the future. International Labour
Organisation. Available at: https://www.ilo.org/wcmsp5/groups/public/--
ed_emp/documents/publication/wcms_840767.pdf
Simões, F., Meneses, A., Luis, R., Drumonde, R. (2017). NEETs in a rural region of
Southern Europe: Perceived self-efficacy, perceived barriers, educational expectations,
and vocational expectations. Journal of Youth Studies, 20(9), 1109–1126.
https://doi.org/10.1080/13676261.2017.1311403
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EARLY SCHOOL LEAVING IN THE EUROPEAN UNION
AND CANDIDATE COUNTRIES: TRENDS AND
POLICIES, A LITERATURE REVIEW
Bianca Buligescu - Research Institute for Quality of Life, National Institute for
Economic Research “Costin C. Kiriţescu”
Keywords
European Union, Early school leavers; School drop-out, trends, prevention policies,
Youth Guarentee Programme
Aims
Before becoming NEETs children drop out of school or are early school leavers therefore
we suggest tackling the issue at the inception phase. In rural areas there is a high early
school leaving in poor communities, with a higher propensity for girls to leave school
because of lack of opportunities, such as lack of schools, transportation, financial capacity
to cover food and accomodation to continue school, lack of motivation to continue to
learn, in countries such as Romania, Portugal, Spain, Italy, Moldova, Turkey, Albania.
Europe 2020 Strategy required to reduce the early school leaving to below 10%. Although
in 2021, 9.7 % were early school leavers, the range is widespread from 2.4% in Croatia
to 15.3 in Romania (Eurostat, 2022). Only in three countries has the rate of early school
leavers increased Czech Republic, Slovakia and Romania (European Commission, 2017).
Early school leavers have a higher propensity to be boys except in two countries where
more likely are girls Bulgaria and Romania, the gender gap narrowed slightly from 4.1
pp. in 2011 to 3.5 pp. in 2021 (European Commission, 2017, Eurostat 2022). In 2016
there were still more than 4 million early school leavers across Europe and only around
45% of them were employed (European Commission, 2017).
The aim of this paper is to conduct a comprehensive literature review on early school
leavers/ drop-out and social innovation in view of preparation for the KA2 Erasmus Plus
Programme Cooperations among organizations and institutions, Partnership for
innovation, as part of the COST Mentoring Programme.
Theoretical Approach
There are two distinct concepts: early school leaving and school drop-out. Early school
leavers as defined by Eurostat are individuals aged 18-24 and who have completed at
most a lower secondary education and who were not enrolled in further education or
training in the four weeks preceding the Labour Force Survey. School drop-out are
distinct from early school leavers and are defined by UNICEF as children „who gave up
frequenting school at a certain educational level” (UNICEF 2012: 8).
The risk of leaving school early is higher among young people with a migrant
background, Roma, disadvantaged minorities, refugees (European Commission, 2017).
Policy measures focus on (European Commission, 2017):
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- prevention policies which address the design of education and training systems
- intervention policies are student centered and comprise early detection of support
needed for education and learning
- compensation policies aim to re-engage individuals in education and training and offer
education and training for those who have dropped out.
The Youth Guarantee Council Recommendation encourage member states “to involve
education and training providers in their Youth Guarantee schemes to ensure that early
intervention is provided to students at risk of dropping out and becoming economically
inactive”
Methodology
To illustrate trends of early school leavers Eurostat data will be used based on Labour
Force Survey 2011-2021. In order to conduct the literature review on policies a
comprehensive desk research will be used using key terms such as early school leavers,
school drop-outs along with a questionnaire will be prepared and sent to 27 EU member
states and to candidate countries to experts on educational policies asking them to answer
a 10 minutes questionnaire.
Expected Results
A comprehensive review of 203 studies over 25 years published in 2008 by Rumberger
and Lim identified two types of factors that predict whether students drop out or graduate
from high school:
- factors associated with individual characteristics of students
- factors associated with the institutional characteristics of their families, schools, and
communities.
to which we add
- factors associated with labour market characteristics and the design of educational
systems (Pastore, 2014, 2018, 2022).
According to Pastore (2022) only two countries within the EU have a dual educational
system meaning education and training go together Austria and Germany, the third is
Switzerland, however is non-EU. On the other hand Pastore (2022) states that France and
Slovenia are trying to adopt the dual system, but it is hard to implement.
A Clarivate search on early school leavers policies revealed only three articles published
one in the Australian Journal of Education, one on Spain and one on EU governance by
Kuusipalo and Alastalo (2020). So there is a gap in the literature the current paper
addreses.
References
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Alexa, S., & Baciu, E.-L.(2021). School Dropout and Early School Leaving in
Romania: Tendencies and Risk Factors. Revista Romaneasca pentru Educatie
Multidimensionala, 13(2), 18-38. https://doi.org/10.18662/rrem/13.2/408
European Commission. (2017). European Semester, Thematic Factsheets, Early school
Leavers, https://ec.europa.eu/info/sites/default/files/european-
semester_thematicfactsheet_early-school-leavers_en_0.pdf
Eurostat, (2022), Early school leavers from education and training,
https://ec.europa.eu/eurostat/statistics-
explained/index.php?title=Early_leavers_from_education_and_training
Kuusipalo, P., Alastalo, M. (2020), The early school leaver count as a policy instrument
in the EU governance: the un-intended effects of an indicator, International Studies in
Sociology of Education, 29(1-2), 61-84.
Pastore, F., (2022), Youth-oriented active labour market policies and the relaunch of the
Youth Guarantee,
https://www.researchgate.net/publication/359816119_Youthoriented_active_labour_mar
ket_policies_and_the_relaunch_of_the_Youth_Guarantee
Pastore, F., (2014), The Youth Experience Gap. Explaining National Differences in the
School-to-Work Transition (2015), SpringerBriefs in Economics, Physica Verlag,
Heidelberg.
Pastore, F. (2018), “Why is the youth unemployment rate above the average and so
different across countries?” (2018), IZAWorld of Labor, 420, doi: 10.15185/izawol.420.
Rumberger, R., Lim, S.A. (2008). Why Students Drop Out of School: A Review of 25
Years of Research. California Dropout Research Project Report #15.
https://www.issuelab.org/resources/11658/11658.pdf
UNICEF.(2012). Copiii care nu merg la școală: o analiză a participării la educaţie în
învăţământul primar şi gimnazial [Children that don’t attend school: an analysis of
participation in education in primary and secondary education].
https://www.researchgate.net/publication/277645243_Copiii_care_nu_merg_la_scoala
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“YOUTH FRIENDLY CITIES INDEX”: AN EXAMPLE
FROM RESEARCH TO POLICY IMPLEMENTATION
Emre Erdoğan - Istanbul Bilgi University
Pınar Uyan-Semerci - Istanbul Bilgi University
In order to develop an index to measure the youth friendliness of cities in Turkey (“Youth
Friendly Cities Index”) as a part of a pilot study
2
, we decided to learn the importance of
factors contributing to their well-being by asking youngsters through a survey. We defined
six different domains of well-being as potential determinants: Material well-being,
education, health, relations, risk and security, and participation by using a broad survey
of the literature and our experience in the field of child-being. These domains formed the
modules of the questionnaire we used in the following stage of the research. For each
domain, we prepared a list of indicators by using our literature review and tried to develop
a list of metrics to be included in our survey. For example, in the material well-being
domain, we decided to focus on poverty, not only absolute poverty but also relative
poverty. Moreover, we also included relative deprivation as a factor affecting the well-
being of a youngster. In this domain, being unemployed or being a NEET were also added
to the list of indicators.
We conducted many multivariate statistical analyses such as factor analysis to calculate
indices of well-being domains, generalized linear models to observe relative effects of
independent variables, and Structural Equation Models (SEMs) to understand a clear
picture of determinants of the well-being of youth in Turkey both objective and subjective
terms. The advisory committee of the project composed of the experts who were already
active in the composition of the questionnaire conducted a series of discussion meetings
to develop city-level indicators of the youth’s well-being. These meetings produced a list
of indicators to be collected by the field teams. During this process, we tried to transform
the findings of the survey into measurable metrics. At the end of the data collection
process, we collected information for 54 different indicators in 5 different domains -
material well-being was replaced by “employment” opportunities, as our survey showed
that the most important determinant of the material wellbeing was having a job-. By
giving equal weights to each domain and arbitrarily distributing weights to indicators, we
constructed a composite index for 21 different cities.
In the final stage, the index has been launched with a web page
(http://www.gencdostu.org/tr/p/endeks). The format was inspired by the Better Life Index
of the OECD and it allows users to customize the composition of the index. This website
has been launched in June 2018 and it is still open to users. During the local elections of
2019, several local candidates addressed the problems of youth by referring to the
2
The pilot study, called as was operated by Habitat -one the largest youth organization established in
1994- with the support of the Swedish Consulate in Istanbul was targeting to create a participatory
environment for the youngster to improve their living conditions. The pilot study was covering 21 cities
of Turkey including the most developed (İstanbul, İzmir, Ankara) and most underdeveloped ones (Muş,
Bingöl, Siirt).
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findings presented on the web page and proposed policies to improve the situation of
youngsters living in their cities.
The advantage of using the well-being approach in this particular case is that it allowed
us to understand and present the current situation of Turkish youth from a holistic point
of view. Our approach was not limited to only measuring the subjective well-being of an
individual, but we also focused on the objective determinants of subjective perceptions.
Secondly, our approach also contributed to presenting the complexity of well-being, as
we could show the multidimensionality of well-being, by focusing on different domains
of well-being. Finally, our approach facilitated to development of local indicators of youth
well-being and propose specific policies in each domain. Any improvement in these
policies can contribute to the well-being of youngsters. The data and analysis also provide
us the tools to compare capability sets of youngsters with respect to gender, rural and
other socio-economic variables. It also demonstrates the role of infrastructure has an
effect on the capabilities of youngsters by comparing differing cases.
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ITALY AND YOUTH: A COUNTRY WITHOUT VISION
AND FUTURE?
Andrea Bonazzi
Objectives
The primary objective of this analysis is to bring to light all the discrepancies and plights
of the Italian youth labor market, which lead the country to a precarity-system, in relation
with the opportunities reserved for young people in the European labor market, while, as
a second theoretical objective, it will deal with future development of work for young
people and the importance of acquiring specific skills that can be spent on the job market.
Theoretical Approach
A multi-thematic evaluation of the youth labor market, focused on the theme of precarity,
and the socio-political context in which young people live is especially necessary in Italy,
as the data show a very backward and underdeveloped reality.
There was a need to evaluate three main indicators that are critical: youth unemployment,
the school-work link and youth labor policies.
As regards the first point, Italy does not boast a good position, on the contrary it is third
from last in terms of youth unemployment in Europe with a rate of 28% (2020). Despite
this, the country has not recently attempted to reform and regulate the labor market to
ensure greater job opportunities and decrease unemployment, as was recently done in
Spain to mitigate, for example, the phenomenon of precariousness. Furthermore, as
regards active policies, there is absolutely insufficient expenditure on active policies, as
well as not in line with the European average.
In the last period, there is a very strong lack of correspondence between supply and
demand for work, especially in terms of wages. I believe that the minimum wage level
(reserve wage) has been reached, below which people no longer lend themselves to work
in some sectors, such as restaurants, that are crucial for Italy economy.
This phenomenon is given by the cost of living which has dramatically increased due to
recent inflation, while wages have decreased over time, marking another figure in contrast
to the European average, and wages are now below the poverty line.
As regards the school-work link, it must first be emphasized that Italy, together with the
countries of the Mediterranean European Union, has a problem of unemployment due to
insertion. Young Italians are unable to combine study and work, then finding it very
difficult to enter the job market, where minimum experience is always required, and the
internship tool is often abused to obtain low-cost workforce, creating a "Work shock". As
a result of this context, Italy has the highest number of young people who don’t work or
study (3 millions of NEET).
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In addition, the Italian labor market prefers an adult workforce, to the disadvantage of the
young one who tends to remain in low-level positions or outside the labor market, also
generating phenomena of mismatch between studies achieved and work / salary offered.
Lastly, we address the issue of youth labor policies, which are dramatically necessary in
Italy. We need to intervene on the issue of wages, precariousness, taxation, encourage the
development of start-ups, offer more training opportunities and reform welfare.
Unfortunately, the situation, as you can see, is truly bleak but there are interventions that
can be done to heal this situation.
Methodology
The methodology followed includes, in a majority part, the use of personal knowledge
about labor, as well as the use of national and European databases in order to arrive at the
confirmation of multiple assessments.
Furthermore, some of these reflections, as they are strictly topical, are to be placed within
the contemporary intellectual debate.
Results
In this final part we address the solutions proposed for the 3 macro-topics initially
proposed, namely youth unemployment, the school-work link and youth labor policies:
As for the first and last point, they are closely connected as youth labor policies are the
direct consequence of youth unemployment and widespread precariousness, among the
main topics.
At the national level, Italy absolutely needs a welfare reform, as it focuses on transfers to
families and is still based on the logic of the male breadwinner. And so does the demand
for work on the part of companies, which tend, also by virtue of the welfare system, to
opt for adults.
In secundis,a strong political intervention is needed with a reform of the labor market on
the Spanish model that can guarantee a substantial decrease in precariousness. If young
people have the opportunity to have job security, they can leave the family home earlier,
take out a mortgage or create a family. It is emphasized that through this reform alone
historical Italian problems would be solved such as the fact that we are among the last to
leave the family home for young people, that we have a marked demographic decline as
there are not enough children to make up for the deaths in this country, which gets older
and older.
Furthermore, youth entrepreneurship is not encouraged either. It is characterized by high
taxation and poor individual protection, making it disadvantageous, however, within an
already saturated market, to start a business independently.
Even soft skills, within an increasingly competitive labor market, play a crucial role and,
given that Italy is struggling to support young people in their career path, thanks to scarce
resources, we must also rely on European tools, such as the European solidarity corp,
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which also allows the certification of soft skills, despite some bureaucratic problems of
the Italian regional institutions.
As for the reform of the school-work link initiated with the "Jobs Act", it proved useless
in practice.
As we have observed, the European institutions offer numerous programs for the job
development of young people therefore, in addition to strengthening the mechanism of
the link between school-work, through the coherence between the course of study and the
chosen work and the internship supported, together with a tutor obliged to follow the
young worker, in order to encourage European programs, we recommend opening a
“European door” in each school and training teachers on how to join the initiatives and
promote awareness.
In conclusion, it must be emphasized that these European initiatives and programs are
essential for bridging the born and social difference between young people given the
numerous benefits and opportunities to finally make the social elevator really work again.
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ANALYSIS OF THE AVAILABILITY OF PUBLIC
EMPLOYMENT SERVICES FOR RURAL YOUTH: A
CASE STUDY IN CATALONIA
Òscar Prieto-Flores - University of Girona
Omeed Agahi - University of Girona
The European Youth Guarantee initiative was implemented across Europe from 2014, in
order to facilitate transition for youths, between the ages of 15 and 25, into employment
or educational training within 4 months of becoming inactive. The functionality of this
initiative, where training courses are concerned, is dependent upon availability of training
centres that are certified as accredited by the government. In Spain, which contains a large
proportion of regions that are predominantly rural, there is significant regional disparity,
not least in existence of availability of these training centres; rural areas may have as little
as 1 local accredited training centre, which may or may not have an available course in
an area of interest to a given youth.
The Youth Guarantee was subsequently reinforced in 2020, and among the included
changes was an augmentation of the age range of the youth classification to include 2529
year olds. This adjustment, in conjunction with the CoVid-19 pandemic, created a new
target demographic and necessitated change in the approaches PES would take to
encompass the new age range. Accordingly, there is little and limited research, especially
of a qualitative nature, into the functionality of this new initiative in rural areas. The
contrast between how the guarantee is envisioned at national level and how it unfolds on
the ground in rural areas is not well-understood, where the structure and platform to allow
the guarantee to operate is not so developed.
This study therefore analyses the meso-level structure of Public Employment Services
(PES) in the autonomous community of Catalonia and includes a case study of the reality
in the specific region of Lleida. This case study involves open-ended interviews with
members at different levels of the local PES, including the director and various other staff,
as well as with local policy makers, youth workers in local organisations and the youth
themselves in order to understand how the youth guarantee is being implemented on the
ground. This will necessarily take into account the rural reality and the structural
constraints, as well as to present the needs and challenges, that have been discovered
through experience of the various rural stakeholders, under the new law.
The study also analyses how factors such as gender and migration status may provide
additional barriers to certain groups that present challenges in their access to training, and
focuses on other constraints that may impact the ability of youth to participate in courses,
such as the need to travel, availability of transport, the associated financial constraints
and the shortfall of any related support structures. The pandemic has caused an increased
reliance on digital technologies which is likely to outlast the pandemic itself (ILO, 2022),
and so the barriers to employment or training that exist for those in more isolated areas
can be perpetuated. This change in balance between in-person and online courses and
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how it finds expression in rural areas, therefore, will also be a point of investigation in
this study.
References
Council of the European Union. (2013). Council recommendation of 22 April 2013 on
establishing a Youth Guarantee. Official Journal of the European Union.
https://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2013:120:0001:0006:EN:
PDF
Council of the European Union. (2020). Council Recommendation of 30 October 2020
on A Bridge to Jobs – Reinforcing the Youth Guarantee and replacing the Council
Recommendation of 22 April 2013 on establishing a Youth Guarantee. Official
Journal of the European Union. https://eur-
lex.europa.eu/legalcontent/EN/TXT/PDF/?uri=CELEX:32020H1104(01)&from=EN
ILO. (2022). Global report: Technology adoption in public employment services -
Catching up with the future. ISBN: 9789220361979
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EMPLOYMENT OF YOUNG STUDENTS AGAINST THE
DEMANDS OF THE MARKET
PhD. Ramaj Brisejda - Department of Finance and Accounting, Faculty of Economy,
University of Vlora Ismail Qemali, Albania
Abstract
The current development, in which the global economy is moving, the product of which
is also the globalization of the labor market, is increasingly evidenced by the phenomenon
of interweaving and dependence of demands and offers, in the regional and national labor
markets. This paper deals with some of the ways of cooperation between educational
institutions and economic entities that seek to employ young people who have completed
their studies in the economic field, especially in finance and accounting. For an
organization it is very important that its employees have knowledge about IT and the
computer programs it uses. its information systems and the information technology it uses
to have a better performance and in function of achieving its objectives and realizing its
strategy. Economic systems research and development addresses the entire portfolio of
an organization's IT applications.
Keywords: labor market, youth employment, practical skills, professional skills.
Aims
The purpose of this paper is to deal with the issues related to the employment of young
people after completing their university studies in the economic field, mainly finance and
accounting. analysis of the cooperation opportunities of universities with private and
public economic entities in the southern region.
Theoretical approach
Based on the study carried out by INSTAT May 23, 2022, employment and
unemployment by age group for the years 2020-2021 is presented as follows.
Over the year 2021, youth aged 15-29 years old neither in employment nor in education
or training
3
account for 26.1 % of the same age group population. In the group of youth
aged 15-29 years old neither in employment nor in education or training, 37.3 % are
classified as unemployed. The other part is outside the labor force because they are
discouraged workers (15.4 %), or fulfilling domestic and family responsibilities (17.5 %),
or inactive for other reasons (29.8 %).
4
3
INSTAT, Labour Force Survey
4
file:///C:/Users/EA/Desktop/press-release-labour-market-2021.pdf (INSTAT)
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Young people
5
are required to know these programs which they benefit from private
training. This portfolio can be an integrated system for the entire enterprise or it can
consist of several separate functional applications for accounting, marketing, production,
etc.
Methodology
The methodology
6
used in researching opportunities for cooperation with public and
private economic entities to be as close as possible to students in the difficulties and
uncertainties they encounter to integrate into the labor market.
This study will be based on secondary and primary
7
data related to the opportunities, skills
and competencies that can help young people who finish their studies and have
uncertainty in the labor market at the preparatory level, not only theoretical but also
practical.
Secondary data will be provided by the various studies done on the problems encountered
and by the requests that the economic entities have to employ prepared staff with the
appropriate practical and theoretical knowledge. The primary data will refer to the
provision of information based on a questionnaire that will be addressed to young
graduates in the economic field and private and public economic units as well as the rest
of the interested parties.
Findings
This paper presents the types of services, practical skills and theoretical financial and
accounting knowledge that businesses require and the workforce (young graduates) offer.
The interviewees were asked about the study programs and if they are satisfied with the
knowledge gained during the studies and if they meet your needs according to the
demands of the graduate labor market, 57% have selected level 1-3 (Very Satisfied -
Somewhat Satisfied) and the rest consider that there is place for improvement. This result
serves to continue further studies in what the labor market needs. But these answers are
somewhat contradictory since the fact that 68.67% of graduate students work in their
profession, which shows that the study programs meet the requirements of the labor
market and our students have the appropriate knowledge in accordance with the field of
study and the knowledge gained from study program.
To the question: Did the institution/company in which you were employed ask you for
additional training and certifications? From the collected answers, it appears that 57% of
employers have not asked for additional training and 43% require professional and
practical training to replace the work experience that applicants must have for job
positions in the labor market.
5
PROJEKT- PROPOZIM PËR ZHVILLIMIN FINANCIAR TË INSTITUCIONIT (Studim mbi burimet e reja të
financimit për rritjen e të ardhurave të Istitucionit), studim I realizuar nga Departamenti I finances dhe
Kontabilitetit, Unuversiteti “Ismail Qemali” Vlore
6
Understanding Research Methods, An Overview of the Essentials ByMildred L. Patten,
7
https://doi.org/10.4324/9781315213033
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OPPORTUNITIES AND CHALLENGES FOR
ACTIVATION AND INTEGRATION OF RURAL NEET’S
YOUTH ON THE LABOR MARKET IN THE REPUBLIC
OF NORTH MACEDONIA
Prof. Dr. sc. Katerina Bojkovska, PhD - University "St.Kliment Ohridski" - Bitola,
Faculty of Biotechnical Sciences – Bitola, Republic of North Macedonia
Assoc. Prof. Elizabeta Tosheva, PhD - University "St.Kliment Ohridski" Bitola, Faculty
of Law – Kichevo, Republic of North Macedonia
Assoc. Prof. Monika Angeloska-Dichovska, PhD - University "St.Kliment Ohridski"
Bitola, Faculty of Economics – Prilep, Republic of North Macedonia
Youth is a crucial period of life when young people gain their economic independence
and find their place in society. The current pandemic and economic crisis has exacerbated
young people's vulnerability to: higher unemployment, lower job quality, higher labor
market inequalities between different groups of young people, longer and more precarious
transition from school to work, and increased distance from the labor market.
The aims of this paper are to presents the situation of rural Youths Neither in Employment,
nor in Education or Training (NEET) in the Republic of North Macedonia, aged between
15 and 34 years old, in the period from 2015 to 2021, and to address the specific
challenges related to employment and social inclusion of rural NEET’s youth, to offer
assistance and support in that process and to support policy makers in developing
adequate instruments to support the transition of young people to employment.
The key data sources for this research were desk research methodology and mainly
analysis of secondary resources focused on social inclusion and participation of rural
NEET’s on labor market and opportunities for their activation. A descriptive analysis was
conducted to compare the data in the analyzed period as well as the methods of analysis
and synthesis. Secondary data was collected through different official data sources
(Eurostat, ILOstat, State Statistical Office of the Republic of North Macedonia, as well
as national programmes and reports). The dynamics were observed within a time range
of a 7-year period (2015–2021) and period with the pandemic with COVID 19. The
analysis began with descriptive statistics in order to understand the macroeconomic
context for being rural NEET in the Republic of North Macedonia.
According to the Labor Force Survey, in 2016 there were approximately 136,000 young
people in North Macedonia who are unemployed, not in education or training (NEET),
which roughly corresponds to one third (31.2 percent) of the total youth population (34
percent for women)3. The NEET rate appears to have been relatively stable over the last
few years (Bardak et al. 2015, p. 23). Of particular interest is that for the 15-24 age group,
the NEET rate was 24.3 percent in 2016, down from 24.8 percent in 2012 and 41.3 percent
in 2006 (ILO statistics). The decline in the rate between 2006 and 2012 could be largely
attributed to policies supporting higher enrollment rates in higher education. For the 25-
29 age group, the NEET rate is 43.1 percent. The largest part of NEET people (60 percent
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or about 83,000 people) are unemployed non-students, and the rest (53,000 people) are
inactive non-students. The long-term unemployed make up the largest share (43.5 percent
or almost 60,000 people). This reflects the structural nature of unemployment in North
Macedonia rather than issues related to the business cycle, as well as the long transition
period from school to work, which lasts an average of 25 months (Petreski and Mojsoska-
Blazevski, 2017). The next large subgroup consists of inactive young people with family
care responsibilities (26.2 percent).
8
An improving business environment, favorable economic conditions and employment
reforms led to a constant decrease in the incidence of NEETs aged 15 to 29 from 32.5%
in 2015 to 24.5% in 2019. However, in 2020, during the pandemic, NEETs increased to
26.9% - a trend witnessed in many other EU member states and Western Balkans
countries. Although the economic crisis and its labour market impact are expected to
gradually fade away, this shows again the vulnerability of young people to sudden
economic shocks.
9
The unemployment problems faced by young people in North Macedonia seem to require
a particular urgency from employment policies. Out of the total youth population (15-29)
of about 435 thousand people, about 124 thousand were employed in 2016 (28.6%). High
youth unemployment means a loss of investment in education and training, a reduced tax
base and higher social costs, while long spells of unemployment in early life negatively
impact young people's employment prospects throughout their working lives. . Very low
youth employment rates, together with the highest unemployment rate in the world
(41.3% in 2016), imposes the need to understand what is happening to unemployed and
inactive young people, especially inactive ones who are not involved in the educational
process. According to Petreski and Zampini (2018), a dominant part of these young
people are longterm unemployed persons, i.e. young persons who have been looking for
work for more than one year, although there is also a significant number of young persons
who take care of the family - and who are mostly women - due to that are not looking for
work. Confirming the long period between finishing education and first stable job, less
than 40% of young people (15-29) found a job in the first three years after leaving school,
compared to over 70% of young people in the EU-28.
10
The ineffective transition of young people from the education system to the labor market
leads to economic costs in terms of lost investment in education, reduced tax revenues
and high social costs. Labor force participation has a spatial dimension. The living
environment affects the conditions it has so that young people in the R. N. Macedonia
living in cities are less likely to become "NEET" compared to young people from rural
areas and suburbs.
8
Revised program for reforms in employment and social policy 2022, Government of the Republic of
North Macedonia, Ministry of Labor and Social Policy, Skopje, December 2019, p.30
9
https://www.etf.europa.eu/en/news-and-events/news/north-macedonias-youth-guarantee-knocking-
backnumbers-neets
10
Revised program for reforms in employment and social policy 2022, Government of the Republic of
North
Macedonia, Ministry of Labor and Social Policy, Skopje, December 2019, p. 29
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When it comes to gender, we come across information where young women are more
likely to be neither employed, nor educated, nor trained to belong entirely to the NEET
group. People living in rural areas are less active than their urban peers (64.8 percent and
67.6 percent, respectively) in the Republic of North Macedonia.
11
Young people from
rural areas are characterized by a higher unemployment rate. There is an urban bias
towards labor market crossings, so that a large number of young people from rural areas
in the Republic of Northern Macedonia have a harder time starting their transition
compared to young people from urban areas (35 percent and 30 percent, respectively).
12
Rural area in the Republic of North Macedonia, which cover around 87% of the total area
of the country, live 45% of the total population.
13
The rural municipalities in Republic of
North Macedonia do not implement a strategy for promotion of youth opportunities
offered by the associations working in the municipality as well as promotion of actions
by the Employment Agency of Republic of North Macedonia intended for young people
aged 15-29 which has an office within the municipalities.
The place where the individuals live, the level of regional development and the degree of
urbanization affect the individuals’ outcomes within the labor market in many ways.
Young people in rural areas and their families have to incur additional costs (i.e., transport
costs, costs associated with living in urban areas away from their rural place of origin,
etc.) if they wish to continue their schooling.
As a result, increased integration of NEET youth from rural areas into society is expected,
increased skills and competencies for employability through a structured system of
training, mentoring and career guidance, liaison with employers and increased social
inclusion.
Despite several crises, in the last decade the labor market has seen favorable trends,
followed by a drop in the unemployment rate, an increase in the employment rate and an
increase in net wages. At the end of the first half of 2019, the unemployment rate fell to
a historic low of 17.5%, followed by a significant drop in the youth unemployment rate.
14
The rate of young people who are not employed, nor in education or training (NEET, 15-
29) in 2015 was 31.2%, in 2018 29.8%, and in 2022 it is expected to decrease and amount
to 22.9%.
15
Two groups on the labor market in North Macedonia are particularly exposed to the risk
of unemployment and inactivity: young people and women. At the end of the first half of
11
National strategy for employment (2021-2027) with Action plan for employment (2021-2023), Skopje,
September 2021, pp.12
12
.https://sustainabledevelopment.un.org/content/documents/26950VNR_2020_North_Macedonia_Re
port_Ma cedonian.pdf
13
National strategy for agriculture and rural development of the Republic of North Macedonia (2021-
2027),
Ministry of Agriculture, Forestry and Water Economy of the Republic of North Macedonia, pp. 11
14
Revised program for reforms in employment and social policy 2022, Government of the Republic of
North Macedonia, Ministry of Labor and Social Policy, Skopje, December 2019, p.16
15
Ibid, p.77
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2019, youth unemployment (15-24) was 34.9%, while the rate of young people (15-29)
who were neither employed nor in education or training in 2016 was 31.2%.
Macedonian unemployment is distinguished by several structural characteristics. The
largest number of unemployed people have secondary education and are on the left side
of the age distribution. This situation suggests that individuals face unemployment and
potentially long years of job hunting after graduation. 56% of all unemployed persons in
2017 have been waiting for employment for 4 years or more, while 78% of the
unemployed were long-term unemployed.
16
The unemployment rate of young people aged 15 to 29 in R.N. Macedonia is 35.4%
17
,
and the rate of inactive young people is increasing year by year. Nearly one-third of 28.3%
of young people in R. N. Macedonia (aged 15 to 29) in 2020 are persons who are not
employed or involved in education or training (NEET). The majority of NEETs (62.6%)
are unemployed non-students, and the remaining third (37.4%) are inactive non-
students.
18
The COVID-19 pandemic has hit the North Macedonian economy hard. After a strict
lockdown in the spring, followed by a gradual reopening of the economy, social-
distancing restrictions were tightened again to slow down contagion. Real GDP
contracted by 4.5 percent in 2020.
19
The quality of available jobs remains a big problem for young people in North Macedonia,
with one out of every four (27.6%) employed young people working in an occupation that
does not correspond to their level of education.
The institutional framework in the sphere of the labor market consists of the Ministry of
Labor and Social Policy and the Employment Agency of the Republic of North
Macedonia. The Ministry of Labor and Social Policy coordinates the processes of creating
strategies, policies and plans for employment, while the direct implementation of specific
programs, measures and activities is the responsibility of the Employment Agency. As a
public institution, established by the Law on Employment and Unemployment Insurance,
the agency performs professional, organizational, administrative and other tasks related
to employment and unemployment insurance and provides support, assistance and
services to participants in the labor market.
One of the key active programs on the labor market, which began to be piloted in 2018,
and to be implemented in the entire territory of the Republic of North Macedonia in 2019,
is the Youth Guarantee. It increases the coverage and inclusion of young unemployed
people in the labor market. The youth guarantee is open to all young people up to the age
16
Revised program for reforms in employment and social policy 2022, Government of the Republic of
North Macedonia, Ministry of Labor and Social Policy, Skopje, December 2019, p.26
17
http://makstat.stat.gov.mk/PXWeb/pxweb/mk/MakStat/MakStat__PazarNaTrud__AktivnosNaNaselen
ie/006_PazTrud_Mk_aktivnost_mk.px/table/tableViewLayout2/?rxid=
18
.https://sustainabledevelopment.un.org/content/documents/26950VNR_2020_North_Macedonia_Re
port_M acedonian.pdf
19
Regional Cooperation Council: Study on Youth Employment In the Republic of North Macedonia,
MAKSTAT Labour Force Survey online data, 2nd edition, July 2021, p. 11
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of 29 who are not employed, nor are they involved in the process of education or training,
and who are registered for the first time in the register of unemployed persons. The
purpose of the Youth Guarantee is for young people, within a period of 4 months after
they are registered as unemployed in the Employment Agency of the Republic of North
Macedonia, to be provided with appropriate employment, inclusion in one of the active
measures for employment or to return to the educational system process through "second
chance" programs. All of these are key to successfully integrating young people into the
labor market and reducing the outflow of educated staff from the country. The piloting
included three employment centers (out of a total of 30), where 5,266 young people were
involved, of which 1,916 were employed (of them, 224 through the service of the
Employment Agency of the Republic of North Macedonia for mediation in employment),
281 people were involved in any of the active employment measures that do not lead to
direct employment, but increase the employability of unemployed persons. Accordingly,
the success rate of the Youth Guarantee in 2018 was 41.7%. Based on the results of the
piloting, the program became universal in 2019, with about 14,000 young people
expected to be involved annually, of which about a third will be involved in some active
labor market program, i.e. they will be employed in a period of four months after their
registration as unemployed.
20
However, the Republic of North Macedonia spends little on active labor market programs
in which the unemployed participate.
The scheme, run by the Ministry of Labour and Social Policy of the Republic of North
Macedonia, the Ministry of Education and Science of the R. N. Macedonia, the
Employment Service Agency and social partners including youth and social work
outreach organisations in the R. N. Macedonia, is a government 'structural reform
priority'.
General challenges faced by young people from rural areas are the following: lower social
integration of the NEET category; lack of necessary employability skills imposed by the
current pandemic; low self-confidence and low initiative for activation in the society and
networking; lack of a system through which young people will gain work experience to
be more competitive in the labor market; lack of opportunities for practical work and
investing;
Combining career counseling, motivational training, skills training and job readiness for
the long-term unemployed and encouraging companies to hire long-term job seekers
through targeted employment subsidies, which include temporary tax deductions and / or
exemptions social security.
This indicates the need for better alignment of supply and demand in the labor market and
better alignment between the needs of the private sector for labor and the profiles
generated by the education system, as well as greater inclusion of the private sector in the
education system. To reduce rural migration and revitalize it, it is necessary to develop
appropriate social, communal and other services in rural areas, as well as to provide
20
Revised program for reforms in employment and social policy 2022, Government of the Republic of
North Macedonia, Ministry of Labor and Social Policy, Skopje, December 2019, p.35
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greater employment opportunities and encourage entrepreneurship with a focus on rural
NEET’s youth.
The results obtained by analyzing statistical data confirmed that many factors affect the
leading young people to become NEETs. These are: residence environment; social, family
and economic background; type of schooling; and labor market structure.
The analysis points to the need to take support actions to improve the education system’s
efficiency in North Macedonia and to strengthen some institutions regulating the NEETs
status with the scope to prevent social exclusion of rural NEETs. Furthermore,
understanding how the socio-cultural individuals’ background, including the place where
an individual has grown up, also affects the rural NEET status propensity, is equally
important to support young people.
The suggest to the policy-makers is to achieve an EU-level target stipulating that the share
of young people neither in employment nor in education or training should be less than 9
% by 2030. In 2021, an average of 13.1 % was identified as NEET within EU.
21
However,
there are differences between Member States as several countries have already reached
the goal for 2030.
Improving youth employment and promoting more and better jobs for rural NEETs youth
through:
- Support for the integration of young people in the labor market - support for
employment, continuing education, internships (Youth Guarantee - integration in the
labor market). Developing and implementing specific measures to integrate young people
into the labor market (implementing short programs for a second opportunity for
vocational education and training, increasing employment subsidies intended for young
people at risk, implementing training programs for acquiring skills for NEET youth,
training for acquiring digital skills, programs for self-employment and starting your own
business, internship programs aimed at young NEETs, etc.)
- Promotion and expansion of the services of the Employment Agency of the Republic of
North Macedonia aimed at young unemployed persons (Youth Guarantee - activation
activities). Services of the Employment Agency of the Republic of North Macedonia for
the activation of young people (NEET) to support the integration of the labor market
(assistance with job search, counseling and guidance, preparation of individual action
plans, monitoring, etc.). The measures to strengthen the capacities of the Employment
Agency of the Republic of North Macedonia to implement the services of the Youth
Guarantee, i.e. structural and organizational reform of the Employment Agency of the
Republic of North Macedonia (employment of at least 80 qualified persons and their
training, reconstruction/renovation of the local employment centers and upgrading of IT,
a new model for managing the service provision system of the Youth Guarantee,
21
https://ec.europa.eu/eurostat/statistics-
explained/index.php?title=Statistics_on_young_people_neither_in_employment_nor_in_education_or_
trai ning
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designing new work process, revising the procedures for implementation and
reformulation of youth employment services)
- Advancement and reforms of the educational system, with special emphasis on the
quality and content of vocational education and training and its relevance for preparing
young people for an easier transition and integration in the labor market (Youth Guarantee
- early intervention). Establishing regional centers for vocational education and training
especially in municipalities where young people face a higher risk of becoming NEET.
Reforming the teacher training system to increase the quality of education at all levels
(improving teacher training methodologies).
- Identifying, informing and mobilizing young people to participate in programs for
inclusion in the labor market and increasing employability (Youth Guarantee - field
activities). Field activities to animate and motivate NEETs for their inclusion in the Youth
Guarantee. Advancing the processes of dissemination of data and information to young
people, their families and the general public, how they would help in the selection of
opportunities and directions for education and employment of young people.
- Strengthening the capacity of field workers (training) for field work.
Therefore, social dialogue is necessary, which will include all kinds of negotiations and
consultations and exchange of information between the representatives of the
Government, employers and workers on issues of their interest, which relate to economic
and social policies related to the unemployment of rural NEET youth.
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THE ECONOMIC COSTS OF YOUTH UNEMPLOYMENT
AND POLICY RESPONSE IN NORTH MACEDONIA
Daniela Bojadjieva Ph.D. - Ss. Cyril and Methodius University in Skopje, Faculty of
Economics
Abstract
Youth unemployment is an issue that seriously concerns many countries, both developed
and developing countries. High youth unemployment and inactivity have many negative
consequences for young individuals and for the whole society. For individuals, the
inactivity and unemployment status negatively affect their prospects to find decent jobs,
increase the social exclusion and have negative impact on health status. For society the
costs of youth unemployment and inactivity include higher benefit payments, forgone
earnings, and taxes; and reduce the aggregate consumption. Grinevica and Baiba (2017)
argue that youth who are unable to find a job after completing education can be perceived
as inefficient human capital with the possibility of deterioration in employment, which
could contribute to an individual’s social exclusion. On the other side, the current
economic instability in the context of youth’s prospects and opportunities in the labour
market is very uncertain (Balan, 2014). This creates a negative feedback effect on future
economic growth and productivity. Consequently, economic costs arise because
economic resources are not fully exploited due to high unemployment rates.
Output and unemployment commonly move together. There are number of empirical
research focus on the link between the output change and change in the unemployment.
The most prominent one is the empirical research of Okun (1962) who defined the
relationship between the change in the unemployment rate and the change of output
growth rate. Precisely, Okun’s Law states that if the unemployment rate falls to 1%, then
the output will be increased by 3%. So, to reduce the costs from unemployment, the
economy should increase continuously. According to the Okun’s Law, the actual GDP
should grow faster than potential GDP. Other studies have followed empirically testing
the relationship between output and unemployment (Lee 2000; Viren 2000; Moosa
(1997)) and mostly revealed the validity of the relationship between output and
unemployment rate. But, empirical estimations of Okun’s coefficient vary substantially
across countries and regions (Moosa (1997)). Also, Okun’s coefficients can change over
time due to the changes in labor regulations, technology change, preferences, social
customs, and demographics changes. However, the concept of the Okun’s Law often is
use as a basis for developing of economic models for estimation of the cost of
unemployment in the economy (Balan (2014); Grinevica and Baiba 2017). Calculation of
economic costs is very useful for policy makers as a tool for evaluation the effects, costs,
and benefits of policy measures for increasing the employability in the economy.
Youth unemployment levels (as % of total labor force ages 15-24) in North Macedonia
(36.9% in 2020), despite recent improvements in labor market indicators, have remined
relatively high in comparison with the rest of Western Balkans countries (35.08% in 2020)
and the EU average level (14.4% in 2019). Facing with the problem of high youth
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unemployment rates, in the several past years, North Macedonia have proposed and
implemented different policies and measures to decrease the youth unemployment rates
(National Youth Strategy 2016-2025, Youth Employment Action Plan 2016-2020, Youth
Guarantee plan (2020-2022, and etc). In that context, North Macedonia was the first
country, outside from the European Union, that has implemented the Youth Guarantee
program in 2018. All these policies put the focus on improving education and working
skills because it is expected that education increases chances for employment of young
people, especially for those that belong to the most vulnerable NEET category.
The main focus of this research is to calculate the lost GDP form youth unemployment in
North Macedonia and to analyze the effects of policy response measures to reduce the
youth unemployment. For that purpose, the following tasks will be realized: (i) to describe
the main trends and structure of youth unemployment, (ii) to review the theoretical
findings in current literature on economic costs of unemployment, (iii) to calculate the
lost GDP by using Okun’s Law from youth unemployment in the period from 2017 to
2021 and (iv) to evaluate the effects of policy measures focused to support the youth
employability. In this part, special attention will be given to the evaluation of social costs
and benefits of Youth Guarantee intervention by using the modified approach of SCBA
(social cost-benefit analysis) applied by International Labor Organization (ILO). As a
main data source will be used data basis from ILO, Eurostat and State statistical office.
Keywords: economic growth, youth unemployment rate, cost of youth unemployment,
Okun’s Law
References:
Anderton, R., Aranki, T. Bonthuis, B. & Jarvis, V. (2014): Disaggregating Okun’s Law:
Decomposing the Impact of the Expenditure the Impact of the Expenditure Components
of GDP on Euro Area Unemployment, Working Paper Series, No. 1747, December,
European Central Bank
Balan, M. (2014): “Analysis of Unemployment among Young Individuals from Romania
by Econometric Methods”, Journal of International Auditing & Risk Management, 3 (35),
90-97
Bartlett, W., Guxholli, S. & Jovanovski, P. (2021): Study on Youth employment in the
Republic of North Macedonia, Ramhorst Amira (editor), Regional Cooperation Council
Eurofound (2012): NEETs – Young people not in employment, education or training:
Characteristics, costs, and policy responses in Europe, Publication Office of the European
Union, Luxembourg
Fiti T., Filipovski. V., Bogoev. J., & Trpeski. P. (2013): Potential GDP and natural rate of
unemployment in Republic of Macedonia., Academy for sciences and Arts of Republic
of Macedonia
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Lee, J. (2000): “The Robustness of Okun’s Law: Evidence from OECD countries”,
Journal of Macroeconomics, 22, 331-356
Liva, G. & Baiba, R. (2017): Economic Costs of Youth Unemployment in Latvia,
Research for rural development Vol.2 (pp.270-275)
Moosa, I.A. (1997): “A cross – Country Comparison of Okun’s Coefficient”, Journal of
Comparative Economics, 24(3), 335-56
Okun. A. M . (1962): “Potential GDP: Its measurement and significance”, Proceedings of
the Business and Economics Section, 98-103, American Statistical Association
Oruc, N. (2021): Labour Markets in the Western Balkans 2019 and 2020, Regional
Cooperation Council
Sadiku, M., Ibarimi, A. & Sadiku, Lj. (2015): “Econometric Estimation of the
Relationship between Unemploymetn Rate and Economic Growth of FYR of
Macedonia”, Procedia Economics and Finance, 19, 69-81
Viren, M. (2001): “The Okun curve id non-linear”, Economic Letter, 70, 253-257
Zidong, A., Bluedorn, J. & Ciminelli, G. (2021): Okun’s Law, Development, and
Demographics: Differences in Cyclical Sensitivities of Unemployment Across Economy
and Worker Groups, IMF working paper WP/21/270
National documents and Strategies:
Youth Employment Action Plan 2016-2020, Ministry for Labour and Social Policy of the
R.N. Macedonia, available at: https://www.mtsp.gov.mk/dokumenti.nspx
National Youth Strategy 2016 -2025, Agency for youth and sport of the Republic of
Macedonia, available at: https://www.sega.org.mk/images/E-
Library/Strategies/NSEN.pdf
Operational Plan for Active Employment Measures and Programmes and Labour Market
Services (2022) Employment services agency of R.N. Macedonia, available at:
https://av.gov.mk/operativen-plan.nspx
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EXPERIENCES AND BENEFITS OF NATURAL
MENTORING RELATIONSHIPS IN PERCEPTIONS OF
RURAL YOUTH IN THE CZECH REPUBLIC: THEMATIC
ANALYSIS
Dr. Tereza Javornicky Brumovska - Charles University, Faculty of Humanities
Abstract
Natural mentoring relationships (NMRs) can positively affect children's cognitive and
socio-emotional development, well-being, and empower their authentic agency. In
addition, NMRs contribute to the intergenerational dialogue and social cohesion in EUs
societies, that is, to the current priorities of the EU Council's youth policy. Formal
mentoring interventions use the principles of natural mentoring relationships to facilitate
the quality and benefits of natural mentoring in the lives of young people. Nevertheless,
not enough is known about the dynamics and benefits of NMRs experienced in the general
population of young adolescents (12-15 years) in the EU in youths-centred perspective.
Building on the previous research on youth mentoring in the Czech Republic and beyond,
the ENCOUNTER project aims to examine the NMRs in experiences of young
adolescents in the EU context. While focusing on youths’ experiences and perspectives
of natural mentoring in their social networks in a rural and urban area in the Czech
Republic, the NMRs are explored using the youths-centred exploratory qualitative
research design that draws on phenomenological interviews and visual participatory
methods (PhotoVoice).
The presented paper will introduce the preliminary research findings on the experiences
of current young people in rural area of the Czech Republic of natural mentoring, its
forms, perceived benefits and dynamics. This paper presents findings of analysis of sixty
open-ended questionnaires and nine interviews collected with 12-15-year-old young
people in the Czech rural elementary school. In-depth thematic of combined both data
sources and revealed themes of mentoring experience among young people in a rural area,
in comparison with data of urban youths.
Preliminary research findings address the field with several new information on NMRs
in youths-centred perspective, e.g. Most of the young people in the research sample were
able to identify their natural mentor when the youths-centred animation explain who the
natural mentors in social networks of young people are. The identified mentors are not
necessarily adults but are described as more experienced in comparison to friends. If adult
mentors are identified, they are more supportive and trusted in comparison to other adults
in youths social networks. Young people also often identified more than one mentor. They
found different mentors as their supports in different needs and interests.
The results will inform the formal mentoring interventions of the principles, experiences,
and perspectives of natural mentoring in a youth-centred approach that can be
implemented in newly-occurring formal mentoring interventions such as youth-initiated
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mentoring schemes in rural areas across the EU. Thus research results of the
ENCOUNTER project will inform the development of good practices guidelines and new
approaches in formal youth mentoring interventions; and social policies on educational
services for young people in the Czech Republic while distinct attention to the
experiences, interests and needs of rural youths. The ultimate aim of the ENCOUNTER
project is to develop and implement a youth-centred mentoring intervention, targeting
rural youths and their socio-emotional development, and employability skills in the fields
of their interest, by connecting rural youth with mentors identified by young people
informed by the ENCOUNTER results.
The ENCOUNTER project is funded by the EU Horizon 2020 research and innovation
programme under the Marie Sklodowska-Curie grant agreement no. 101027291
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INTRODUCE ENTREPRENEURSHIP IN RESEARCH
COURSE TO HELP STUDENTS TO ENHANCE SOFT
SKILLS: A PILOT PROJECT DONE AT FACULTY OF
ECONOMY OF UNIVERSITY OF VLORA “ISMAIL
QEMALI”.
Dr. Lorena Serjanaj (Alikaj) - Research Centre of Faculty of Economy, University of
Vlora “Ismail Qemali”
Dr. Klaudja Guga - Economics Department, University of Vlora “Ismail Qemali”
Dr. Ilira Pulaj - Economics Department, University of Vlora “Ismail Qemali”
Dr. Lorena Cakerri - Finance and Accounting Department, University of Vlora “Ismail
Qemali”
Aim
Evidence shows that the biggest innovation problems in Albania come mainly from the
lack of a real cooperation between industry and academia. The lack of this type of
cooperation comes as a result of lack of information, difficulties in finding contact
persons, high transaction costs to find the right partner, which have led to a misperception
of agents about each other.
Based on this status quo of cooperation, it is clear that there is a discrepancy between the
knowledge offered at the university and those required by the private sector, resulting in
outdated, lower quality curricula, less job creation and loss of career opportunities. In
response, a new program was piloted by the Faculty of Economy at University of Vlora,
with a special focus on introducing entrepreneurship education in a market research
course. The aim of the program was to enhance students' soft skills by helping them
building problem-solving skills in order to increase their probability to be employed in
near future. The program also aimed to provide the necessary knowledge and skills for
the development and implementation of business projects in the Albanian market.
Methods:
The methodology of this study program was based on the philosophy of “learning by
doing”, which followed 4 stages: training, collaboration, action, learning, assessment. The
teaching methods used include lecture / discussion and practical activities. Emphasis was
placed on the conceptual meaning of the material, along with consideration of how these
ideas should be applied to solve research or entrepreneurship problems. Students actively
contributed to class discussions based on their classroom preparation. The students were
separated in different groups and were surveyed at the beginning and end of the courses.
For the evaluation of each model a questionnaire was distributed which consisted of a
selfassessment of students skills.
Results
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Students who attended the “Market research and Entrepreneurship” pilot program showed
a considerable increase of soft skills in comparison to their peers who do not attend the
program. It was also observed that students were more motivated and confident because
they increase the networking and actions not only inside but also outside the University.
Conclusions
At the end of the program the results showed that soft and entrepreneurship skills of the
students were enhanced and created. The results of the project will serve for launching a
new and more ambitious programme, engaging not only students from different
disciplines, but also entrepreneurs who needed these competencies and skills.
Keywords: entrepreneurship education, soft skills, learning by doing, collaboration.
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YOUTH ENTREPRENEURSHIP - AN ALTERNATIVE TO
ALLEVIATING THE HIGH RATE OF YOUTH
UNEMPLOYMENT IN KOSOVO
Ajtene Avdullahi - University Isa Boletini Mitrovica
Qazim Tmava - University Isa Boletini Mitrovica
Vjosa Fejza Ademi - University of Prishtina “Hasan Prishtina”
Aims
Kosovo is a young country with limited employment opportunities and with the highest
unemployment rate in the Western Balkans. The high unemployment rate of young
people, especially those coming from the rural areas, is the main common concern of the
government, academics, and citizens themselves. Utilizing secondary data from the
Kosovo Agency of Statistics (KAS), Eurostat, and the literature review, this paper aims
to investigate youth unemployment in Kosovo, as well as to explore how youth
entrepreneurship has an impact on reducing unemployment. In addition, this paper aims
to bring the experiences and policies of other countries towards alleviating youth
unemployment and increasing youth employment.
Theoretical approach
Unemployment as a phenomenon is usually expressed in underdeveloped and developing
countries. In Kosovo, there are many young people who are looking for a job, but on the
other hand, there are also employers who are looking for workers and cannot find them.
According to Avdullahi, Ademi, Salihu, & Krasniqi (2022) given the number of
jobseekers job seekers with the number of new jobs being advertised, there is a high
disproportion, whereas the number of jobseekers is much higher.
According to Remeikienė, Žufan, Gasparėnienė, & Ginevičius (2020), the lack of skills,
experience, and contacts are the main micro-economic factors that cause youth
unemployment. Whereas, the main macro-economic factor remains the mismatch
between the labor market and the educational system (Manyande N. N., 2006).
Countries with high youth unemployment with low welfare coverage have exceptionally
high social and personal costs (Gallie, Kostova, & Kuchar, 2001). Obumneke (2012),
stresses that the rapid growth level of prostitution, armed robbery, rape, and all facets of
violence can be largely attributed to the incidence of unemployment. Furthermore, it is
assumed that alcohol and drug use disorders among youth are related, and come as a result
of youth unemployment (Thern, de Munter, & Hemmingsso, 2017).
Young Kosovans prefer to be employed in the public sector, while the private sector
remains less desirable. According to Eurostat (2021), government employment includes
civil servants and other government employees (on a national, regional, and local level)
as well as armed forces. The limits of the government sector employment share vary
around 20 %. The share of those employed in the government sector in 2019, varied
among the Member States, with the highest proportions in Sweden (29 % of total
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employment), Denmark (28 %), Finland (24 %), Croatia, and Estonia (both 23 %) and the
lowest in Germany (11 %), the Netherlands and Luxembourg (both 12 %), Italy (13 %)
and Portugal (14 %) (Eurostat, 2021). As can be seen in figure 1, the share of government
employment in the EU has remained almost stable at around 18 % of total employment
since 2000, accounting for 18 % in 2019. Whereas, among the Member States for which
data are available, the largest falls between 2000 and 2019 were observed in Malta,
Slovakia, Italy, and Cyprus, and the largest increases in Romania, Croatia, and Slovenia
(Eurostat, 2021).
Figure 1. Government employment (as % of total employment)
(Data for Luxembourg and Malta refer to the period 2000-2018 Data for Bulgaria not available) (Source:
Eurostat)
Based on the experiences of other countries, in Kosovo, it remains for the private sector
to bear the burden of employment and economic development. As (Gribben, 2018)
stresses, youth entrepreneurship is increasingly considered an opportunity in building
more entrepreneurial and job-generating economies, in Kosovo, it is required more order
in the policy environment to maximize the potential of young people as well as a better
differentiation in start-up support including more customized finance options for young
entrepreneurs.
Youth unemployment in Kosovo refers to the unemployment rate of persons aged 15-24
years (KAS, 2021). According to (KAS, 2021), in the first quarter of 2021, the likelihood
of young people in Kosovo being unemployed was twice as high as that of adults. Among
persons aged 15-24 in the labor force, 48.6% were unemployed, and unemployment is
higher among young females (53.5%) than young males (46.1%) (KAS, 2021).
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Methodology
For the research purpose of this paper, secondary data from the literature review are used
in order to identify the definition and the consequences of youth unemployment. Aiming
to explore the youth unemployment rate in Kosovo and in particular how the youth
unemployment rate varies by gender, the labor source survey results from the Kosovo
Agency of Statistics and Eurostat are used.
Findings
Kosovo is a young country with limited employment opportunities and with the highest
unemployment rate in the Western Balkans, whereas in 2018 among WB6 countries
Kosovo has registered the highest rate of youth unemployment, at 54.98%. In 2021, youth
unemployment in Kosovo was still high reaching 48.60% (KAS, 2021). Young Kosovans
usually search for a job after that they have completed secondary school or finished their
studies. Most of them do not enter the employment offices to get registered as
unemployed but search for a job by themselves. Usually, their preferences are to be
employed in state institutions, as they consider it a safer job, as well as other benefits
accompanied within the working contract as per defined by law. On the other hand, state
institutions cannot generate enough jobs, thus Kosovo has the highest youth
unemployment rate in Kosovo.
Youth entrepreneurship is seen as very promising to alleviate youth unemployment in
Kosovo. Therefore, as in other countries, policymakers in Kosovo need to create more
friendly policies for young people aiming to start their own businesses.
References
Avdullahi, A., Ademi, V. F., Salihu, B., & Krasniqi, A. (2022). The women and youth
unemployment in Western Balkans with particular focus in Kosovo [Manuscript accepted
for publication]
Eurostat. (2021). Share of government employment nearly stable. The European economy
since the start of the millennium - A STATISTICAL PORTRAIT 2021 edition. Retrieved
from
https://ec.europa.eu/eurostat/cache/digpub/european_economy/bloc4d.html?lang=en
Gallie, D., Kostova, D., & Kuchar, P. (2001). Social consequences of unemployment: an
East-West Comparison. Journal of European Social Policy, 11(1), 39-54.
doi:10.1177/095892870101100104
Gribben, A. A. (2018). Tackling policy frustrations to youth entrepreneurship in the. Small
Enterprise Research, 25(2). doi:10.1080/13215906.2018.1479294
KAS. (2021). Labour Force Survey, Q1 2021. Kosovo Agency of Statistics. Retrieved
from https://ask.rks-gov.net/media/6355/lfs-q1-2021.pdf
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Manyande, N. N. (2006). Encouraging self-employment amongst the youth in South
Africa : will this help tackle the unemployment problem? Master Thesis. Retrieved from
http://hdl.handle.net/11427/14610
Manyande, N. N. (2006). Encouraging self-employment amongst the youth in South
Africa : will this help tackle the unemployment problem? . Master Thesis. Retrieved from
http://hdl.handle.net/11427/14610
Obumneke, E. (2012). Youth Unemployment and its socio-economic implications in
Nigeria. Journal of Social Science and Public Policy, 4, 47-59.
Remeikienė, R., Žufan, J., Gasparėnienė, L., & Ginevičius, R. (2020). Youth
Unemployment and
Self-employment: Trends and Perpectives. E&M Economics and Management, 23(3), 38-
48. doi:10.15240/tul/001/2020-3-003
Thern, E., de Munter, J., & Hemmingsso, T. (2017). Long-term effects of youth
unemployment on mental health: does an economic crisis make a difference? Journal of
Epidemiol & Community Health, 71(4), 344-349. doi:10.1136/jech-2016-208012
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A GOOD OPPORTUNITY FOR YOUTH
ENTREPRENEURSHIP IN THE SOUTHERN REGION OF
ALBANIA IS ECOTOURISM
Dr. Bitila ZHULI - University “Eqrem Çabej” of Gjirokastra, Albania
Dr. Zamira VEIZI - University “Eqrem Çabej” of Gjirokastra, Albania
Abstract
The main purpose of this paper is to introduce the ecotourism model as a possible form
for youth entrepreneurship.
The importance of ecotourism in the sustainable economic development of the southern
area of Albania should be exploited as an enterprise by young people who love the
environment. The natural resources of parks, wild river valleys, forests and water and
underwater resources will be maintained through this entrepreneurial model by engaging
young people with passion in the development of the country and in the protection of the
environment. Also this form of entrepreneurship will generate income for families or
residents of the area and will contribute to increasing their well-being. In areas close to
natural resources, ecotourism will help young people to create new ventures in their place
of work by working for their future and not to leave Albania. Orientation of young people
towards the labour market in the ecotourism system as well as towards unique enterprises
will teach them the skills of doing business, through the recognition of the promotion of
natural resources. Given that this model of entrepreneurship is relatively new in Albania,
there is enough space to develop in the future and to create a sustainable long-term
development. This initiative also requires a comprehensive commitment to youth
education, institution building and related logistics.
The southern region of Albania has undergone continuous socio-economic, demographic,
structural and natural changes after the 1990s. In recent years, attention is turning to rural
development, tourism, and it has become necessary for the whole community to engage
in ecological measures to mitigate climate change.
Entrepreneurship in Ecotourism also minimizes the demographic exodus of the younger
generations and reduces the abandonment of rural areas and creates new perspectives for
the development of the region. This model of tourism development also contributes to the
maintenance of natural resources. Sustainable development helps young people see the
future in their country, by creating and providing opportunities to increase community
well-being in the region. The southern region of Albania possesses a wide range of natural
resources, such as the Vjosa, Europe's largest wild river, and various attractions, which
can contribute to potential development.
Success in these ventures will be directly affected by the strategic business management
skills and innovative ideas of young entrepreneurs. One of the key issues for sustainable
success will be the harmonization of economic development and environmental
development.
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Methodology
For this research we used literature review and data were obtained from institutional
sources such as INSTAT. Descriptive analysis and SWOT analysis was selected which
supports the development of ecotourism and the opportunities of the new generation for
entrepreneurship and employment in this sector.
Finding: The development of ecotourism models create space for the inclusion of many
other disciplines, such as management, ecology, marketing, logistics, development and
environmental protection projects, systems protection, environmental sciences, etc.
Consequently, if well coordinated, they create new jobs for many professions, and many
young people with a desire and passion for work and nature.
It is necessary to develop strategic plans that well coordinate the role of all actors in the
development of ecotourism and to work closely with the learning curricula to increase
skills and to initiate and encourage young people to undertake entrepreneurial initiatives
in this sector. Also, a good knowledge of the values of natural resources and
environmental care will help young entrepreneurs to provide high quality services to all
visitors as well as help protect the environment and preserve ecosystems.
References
Zhuli, B. and Minga, A (2021). Ecotourism - an important model of development
sustainable tourism. Interuniversity Scientific Conference “Opportunities and Challenges
for a sustainable Tourism Development ". 85-96
Beeton, S. (1998) Ecotourism: A Practical Guide for Rural Communities, Landlink:
Collingëood.
Blarney, Russell K. 2001. "Principles of Ecotourism." In theEncyclopedia of Ecotourism,
ed. David Weaver, 45-54. Oxford: CAB International. Butler, R.W. (1992). Ecotourism:
it’s changing face and evolving philosophy. Paper presented to the IV World Congress on
National Parks and Protected Areas, Caracas, Venezuela
English Tourist Board. Cole, S.(2013) “Anthropology, locat communities and sustainable
tourism development in M.J Stabler (ed) Tourism and Sustainability.
Ministria e Turizmit dhe Kultures. Strategjia Kombetare Per Zhvillimin e
Qendrueshem Te Turizmit 2019-2023. Strategja-Kombëtare-e-Turizmit-20192023.pdf
INSTAT http://www.instat.gov.al/
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IMPROVING SKILLS OF RURAL NEETS THROUGH
ECO-ENTREPRENEURSHIP AND NEW INITIATIVES
Yaşar Selman Gültekin - Düzce University Faculty of Forest, Forest Engineering
Department, Düzce, Turkey
Alen Mujčinović - University of Sarajevo, Faculty Of Agriculture And Food Sciences,
Institute OfAgricultural and Food Industry Economics, Bosnia and Herzegovina
Štefan Bojnec, Department of Economics, Faculty of Management, University of
Primorska, Slovenia
Pınar Gültekin - Düzce University Faculty of Forest, Landscape Architecture
Department, Düzce, Turkey.
Yıldız Bahçeci Öztürk - Düzce University Faculty of Forest, Forest Engineering
Department, Düzce, Turkey
Messaoud Lazereg - Centre for Research in Applied Economics for Development
(CREAD), Algeria
Abstract
Rural society is facing numerous difficulties in the form of poverty, social exclusion, low
level of education, etc. (Salamońska & Czeranowska, 2019; FAO, 2022). Youth are
especially adversely affected by this situation. Setting up one's own business is crucial
because they can produce and sell their agricultural products in rural areas. Sustainable
business approach with farm and rural entrepreneurship are a key issue in rural areas to
alleviate rural poverty (Naminse & Zhuang, 2018), but rural youth do not want to be
involved and work in agricultural, forestry and even fishery activities. This is an important
obstacle in sustainable rural development and development of new initiatives and
approaches needed for rural youth not employed, nor in education or training (NEETs).
Most rural societies in developing countries struggle with both poverty and low levels of
education (Salamońska & Czeranowska, 2019; FAO, 2022). Rural development can be
explained as increasing production, income and welfare levels, eliminating imbalances,
establishing physical and social infrastructure similar to urban areas, processes, activities
and organizations in order to improve the socio-economic and cultural aspects of people
living in rural areas and to evaluate agricultural products and initiatives (Nejadrezaei &
Ben-Othmen, 2019). Rural development aims to minimize the socio-cultural and
economic development difference between the city and the countryside by using rural
resources effectively, increasing employment opportunities in rural areas, preventing
migration to the city and raising living standards (Kennedy et al., 2001; Dorobantu &
Nistoreanu, 2012). Within the scope of rural development activities, the target group
consists of young people living in rural areas.
Despite the fact that the NEET concept has different definitions according to age groups
there are common features on these vulnerable young people. The widest age group range
is 15-34 in the NEET based on Eurostat description (Eurostat, 2020). OECD
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(Organisation for Economic Co-operation and Development) defines the NEET aged 15-
29.
The main aim of this paper is to define rural NEET’s current situation, describe their skills
development opportunities through entrepreneurship and new initiatives in the rural areas.
The paper also aims to reveal new and convenient initiatives by analyzing the scientific
papers. This paper especially aimed to emphasize the importance of adaptation of rural
youth to digital and technologic innovations in terms of eco-entrepreneurship approaches.
Entrepreneurship can be defined as the creation or extraction of economic value
(Gaddefors & Anderson, 2017). Entrepreneurship concept widely covers the
establishment of a new business, bringing together the production factors properly,
undertaking financial, psychological and social risks. Establishing new job opportunities
and initiatives are crucial to increase rural inhabitants' welfare. This vulnerable group
needs investments from both the public and private sector. On the other hand, urban
society has increased environmental concerns. We described the rural NEETs basics
required through content analysis and document analysis in this paper (Kuckartz, 2014;
Riffe et al., 2014; Erdoğan et al., 2022). The Web of Science (WoS) database was used to
collect related studies on rural NEET and entrepreneurship. We applied web based search
including these keywords: “rural + NEET, NEET + entrepreneurship, entrepreneurship +
cooperative”. We found over 150.000 articles related to the mentioned keywords. After
the first examination we decided to reduce highly related according to the highest cited
articles to apply content analysis. After the content analysis we continued to categorize
topics through document analysis.
According to both content and document analysis results, new training platforms were
identified, using technology and social media, including environmentally friendly
practices that can create opportunities to start an enterprise and increase motivation of
youth in rural areas. Interactive learning programs and entrepreneurship courses can be
effective for the potential young entrepreneurs with the application of good practices in
rural areas. Based on identified results in this paper, we propose a “Rural Youth
Cooperative” that could be a good initiative and eco-entrepreneurship model for rural
youth. In addition, it is aimed to develop support mechanisms that will contribute to the
employment of young people in the NEET group and to develop various proposals for the
employment of these young people in existing cooperatives. Because rural areas are still
importantly connected to agriculture, forestry (especially non-wood forest products), and
ecotourism activities. This policy implementation can also be a pioneer for the other
nature-based solutions for instance to establish a new eco-entrepreneurship ecosystem
and sustainable rural marketing strategy. Another suggestion could be enhancement of
youth in the current rural cooperative and financial support by local governments to
improve capacity building and co-creation for the rural NEETs.
Keywords: Cooperative, entrepreneurship, eco-innovation, sustainable rural
development, social inclusion, motivation factors, Youth Guarantee, labor market policy,
nature-based solutions.
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References
Dorobantu, M. R., Nistoreanu, P. (2012). Rural Tourism and Ecotourism – the Main
Priorities in Sustainable Development Orientations of Rural Local Communities in
Romania.
Published in: Economy Transdisciplinarity Cognition , Vol. XV, No. 2067 - 5046 (2012):
pp. 259-266.
Erdoğan, E., Uyan Semerci, P., Petrescu, C., et al. (2022). Manual for the Methodological
Best Practices in Research Dedicated to Rural NEETs. ISBN: 978-989-781-613-0.
EUROSTAT (2020). Young people who are neither in employment nor in education or
training. Statistics Explained, https://ec.europa.eu/eurostat/statistics-
explained/index.php/Statistics_on_young_people_neither_in_employment_nor_in_educ
ation_or_training.
FAO (2022) Food policy, rural development and gender equality in Eastern Europe,
Caucasus and Central Asia. Summary and recommendations of the International forum
(10, 12, 17 March 2021). Rome. https://doi.org/10.4060/cb9097e.
Gaddefors, J, Anderson, A.R. (2017). "Entrepreneurship and context: when
entrepreneurship is greater than entrepreneurs". International Journal of Entrepreneurial
Behavior & Research, 23(2), 267–278. doi:10.1108/IJEBR-01-2016-0040.
Kennedy, J. J. Thomas, J. W. Glueck, P. (2001). Evolving forestry and rural development
beliefs at midpoint and close of the 20th century, Forest Policy and Economics, 3(1–2),
81-95. https://doi.org/10.1016/S1389-9341(01)00034-X.
Kuckartz, U. (2014). Qualitative Text Analysis: A Guide to Methods, Practice & Using
Software. SAGE Publications Ltd, 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP
United Kingdom. https://doi.org/10.4135/9781446288719.
Naminse, E. Y., Zhuang, J. (2018). Does farmer entrepreneurship alleviate rural poverty
in China? Evidence from Guangxi Province. PLOS ONE, 13(3), e0194912.
https://doi.org/10.1371/journal.pone.0194912.
Nejadrezaei, N., Ben-Othmen, M. A. (2019). Rural Development as a Key to Achieve Zero
Hunger in 2030. In: Leal Filho, W., Azul, A., Brandli, L., Özuyar, P., Wall, T. (eds) Zero
Hunger. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham.
https://doi.org/10.1007/978-3-319-69626-3_43-2.
Riffe, D., Lacy, S., Fico, F. (2014). Analyzing media messages: Using quantitative content
analysis in research. New York, NY: Routledge.
Salamońska, J., Czeranowska, O. (2019). Janus-faced mobilities: motivations for
migration among European youth in times of crisis, Journal of Youth Studies, 22(9), 1167-
1183. https://doi.org/10.1080/13676261.2019.1569215
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LOWER GRADES BUT NOT SKILLS: RURAL STUDENTS
DURING THE PANDEMIC COMPARED TO STUDENTS
FROM LARGER CITIES
Liena Hačatrjana - University of Latvia
Theoretical background
Students’ achievements in rural areas have been widely studied, revealing discrepancies
between larger cities and rural areas that indicate differences in educational quality and
skills of students and may lead to further inequality (UNICEF Office of Research, 2018).
For example, in Latvia results of centralized exams after the 12th grade were lower in
smaller cities and rural areas (Krasnopjorovs, 2017), however the negative effect might
be related to the type of school and especially small schools. There are also differences in
the proportion of students leaving education: in 2018 it was 6.2% in cities and 13.4% in
rural areas, leaving negative impact on their further options for work and education
(Cabinet of Ministers Republic of Latvia, 2021).
COVID-19 pandemic brought additional challenges to education (e.g., Lindblad et al.,
2021) and increased risk for losses of knowledge and even dropping out of school for the
vulnerable groups (Azevedo et al., 2020; Kaffenberger, 2021). Thus, it is important to
provide evidence about the situation in regional schools during the COVID-19 pandemic
and distance learning. Latvia has a population of less than 2 million and about half of
people are located in the capital city Riga or in the closest region (CSB, 2022). In Latvia
rural areas are defined as country regions, villages, and towns where people live and work
(Latvian Rural Development Program, 1998). In most parts of Latvia the density of people
is rather low, leading also to small schools in the regional towns and rural areas.
It is crucial to monitor and develop skills and knowledge of rural youth, in the aftermath
of the pandemic. Therefore, the aim of this research was to analyze differences in
problem-solving and self-management skills, cognitive abilities and school grades
between high-school students in rural areas and in larger cities in Latvia, assessed during
the distance learning period in the COVID-19 pandemic.
Methodology
This research is a part of a larger project that aimed to assess students’ skills and academic
achievement in Latvia during the COVID-19 pandemic and distance learning. Students
from grade 11 (n=586; 344 of them girls and 242 boys) were assessed, mean age M=17.38
years (SD=0.53).
The following measurements were used in the research:
- Problem-solving skills questionnaire, measuring two aspects: Solution development and
evaluation and Flexibility to change solution, original internal consistency was α=0.79
and α=0.71 (Hacatrjana, 2021).
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- Self-management questionnaire, six items assessed on a Likert type scale; internal
consistency was α=0.77. (Hacatrjana, 2021).
- Nonverbal reasoning abilities test (Harris et al., 2020) with figural matrices tasks;
internal consistency was α=0.72.
- Verbal reasoning abilities: verbal analogies (Kretzschmar, Hacatrjana and Rascevska,
2017); internal consistency was α=0.81.
- Academic achievement: average grades in six study subjects (Mathematics, Latvian,
English, Biology, Chemistry, Physics) in the last four semesters (autumn 2019 to spring
2021). Grades vary from 1 to 10 (maximum).
- Demographic questions: gender, age, the level of parental education (from “1Finished
primary school” to “6-Doctoral degree”) and perceived difficulty to deal with the distance
learning.
Data was collected in cooperation with schools by assessing students during the distance
learning in May 2021 (with online questionnaires) and by gathering average grades from
the school officials. Parents were informed about the study and could withdraw from
participation.
Results and discussion
The main aim of this research was to compare the results of students assessed during the
distance learning period, based on the location of their school. Therefore, all respondents
were grouped as follows: 1) capital city Riga together with the closest regions
(defined as “Regions by Riga”), 2) larger cities (defined as republic-level cities in Latvia)
and 3) smaller cities/towns and rural schools. Based on the presented grouping, there were
311 students in “Riga and closest region” group, 105 students in larger cities group and
170 students in towns and rural group. Overall, it is close to the representation of the
centralisation towards Riga (CSB, 2022). Results regarding the differences between
students in these groups were assessed using one-way ANOVA test (see Table 1).
Table 1. Differences between students living in various types of areas in Latvia
Capital Riga and
region
Larger cities
Towns and rural
areas
F
M
SD
M
SD
M
SD
Nonverbal reasoning
5.79
2.67
5.91
2.42
5.61
2.42
0.34
Verbal reasoning
6.04
2.74
6.16
2.81
5.87
2.60
0.12
Problem-solving skills: solution
development and evaluation
14.63
5.70
16.16
5.29
15.51
5.50
3.34*
Problem-solving skills:
flexibility to change solution
13.24
3.39
13.32
3.42
13.29
3.44
0.02
Self-management skills
16.68
6.17
16.33
5.76
17.46
5.98
1.43
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Mean grade in autumn 2019
6.52
1.11
5.93
1.34
6.03
1.31
9.17**
Mean grade in spring 2020
6.38
1.10
6.31
1.27
6.32
1.26
0.21
Mean grade in autumn 2020
6.72
1.16
6.38
1.39
6.26
1.36
4.77**
Mean grade in spring 2021
6.74
1.10
6.41
1.51
6.43
1.37
3.64*
“I have felt difficulties to deal with
distance learning”
3.00
1.32
2.70
1.32
3.16
1.31
4.05*
Parental education level
3.78
1.19
3.19
1.27
3.24
1.20
16.60**
*p<0.05; **p<0.01
Differences are found in students’ grades which are higher in schools closer to Riga in
most of the semesters (including before the pandemic), which might be related to the
differences found in the parental education level (lower in rural areas), as previous studies
have confirmed (Idris, Hussain, and Nasir, 2020). Students in rural areas also reported
more difficulties to deal with distance learning. However, students outside the capital
assessed one aspect of problem-solving skills higher, and there are no statistically
significant differences in other skills, also no differences were found in cognitive tasks.
It has to be noted that these results cannot be generalized as participation was voluntary
and not based on statistical stratification. Further analysis based on the school type plus
location should be executed.
Author’s note: The research reported here is supported by European Regional
Development Fund under the activity “Post-doctoral Research Aid” project No.
1.1.1.2/VIAA/4/20/697.
References
Cabinet of Ministers Republic of Latvia (2021). Izglītības attīstības pamatnostādnes
2021.2027.gadam. [Guidelines for the development of education for 2021-2027, Rules
Nr.436]. Available online at: www.likumi.lv
Latvian Rural Development Program (1998). Publicēts oficiālajā laikrakstā "Latvijas
Vēstnesis" [Published in the official newspaper "Latvia Herald”], 21.04.1998., Nr. 106
https://www.vestnesis.lv/ta/id/47864
Azevedo, J. P., Hasan, A., Goldemberg, D., Iqbal, S. A., & Geven, K. (2020). Simulating
the Potential Impacts of COVID-19 School Closures on Schooling and Learning
Outcomes: A Set of Global Estimates. Policy Research Working Paper, No. 9284. World
Bank, Washington, DC. Central Statistical Bureau (2022). Galvenie statistikas rādītāji.
Latvija 2022 [Key statistics. Latvia 2022]. Available online at:
https://admin.stat.gov.lv/system/files/publication/2022-
05/Nr_02_Latvija_Galvenie_statistikas_raditaji_2022_%2822_00%29_LV_0.pdf
Hacatrjana, L. (2021). Assessment of students’ problem-solving skills and
selfmanagement skills: two new questionnaires for assessment. Proceedings of the
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conference “The World of Didactics: Didactics in the Contemporary World” held at
Institute of Pedagogy of NAES of Ukraine, Kyiv, Ukraine on September 21 – 22, 2021.
Available at: https://sites.google.com/view/conferencedidactica2021
Harris, A. M., McMillan, J. T., Listyg, B., Matzen, L. E., & Carter, N. (2020). Measuring
Intelligence with the Sandia Matrices: Psychometric Review and Recommendations for
Free Raven-Like Item Sets Personnel Assessment and Decisions, 6 (3), DOI:
https://doi.org/10.25035/pad.2020.03.006
Idris, M., Hussain, S., & Nasir, A. (2020). Relationship between Parents’ Education and
their children’s Academic Achievement. Journal of Arts and Social Sciences VII: 82– 92.
https://doi.org/10.46662/jass-vol7-iss2-2020(82-92)
Kaffenberger, M. (2021). Modelling the long-run learning impact of the Covid-19
learning shock: Actions to (more than) mitigate loss. International Journal of Educational
Development, 81, https://doi.org/10.1016/j.ijedudev.2020.102326
Krasnopjorovs, I. (2017). Kāpēc mācību sasniegumi dažādās Latvijas skolās ir tik
atšķirīgi? [Why are learning achievements so different in different schools in Latvia?]
Latvijas Banka [Bank of Latvia], 3/2017.
Kretzschmar, A., Hacatrjana, L., & Rascevska, M. (2017). Re-evaluating the
Psychometric Properties of MicroFIN: A Multidimensional Measurement of Complex
Problem Solving or a Unidimensional Reasoning Test? Psychological Test and
Assessment Modeling, 59 (2), 157-182.
Lindblad, S., Wärvik, G-B., Berndtsson, I., Jodal, E-B, Lindqvist, A., Dahlberg, G. M.,
Papadopoulos, D., Runesdotter, C., Samuelsson, K., Udd, J., Wyszynska Johansson, M.
(2021). School lockdown? Comparative analyses of responses to the COVID-19
pandemic in European countries. European Educational Research Journal, 20 (5):564-
583. doi:10.1177/14749041211041237
UNICEF Office of Research (2018). An Unfair Start: Inequality in Children’s Education
in Rich Countries, Innocenti Report Card 15, UNICEF Office of Research – Innocenti,
Florence. Available online at: https://www.unicef-irc.org/publications/pdf/an-unfairstart-
inequality-children-education_37049-RC15-EN-WEB.pdf (accessed on 3 June 2022)
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LESSONS LEARNED AND PREVENTION OF STUDENTS
DROPPING OUT FROM EDUCATIONAL SYSTEM IN
BULGARIA DURING THE COVID-19 PANDEMIC: THE
PERSPECTIVE OF TEACHERS
Dilyana Keranova, PhD - South-West University “Neofit Rilski”
Vladislava Lendzhova, PhD - South-West University “Neofit Rilski”
Aims
This paper aims to highlight the challenges and opportunities that the COVID-19
pandemic has brought to the education system, especially in the area of support for the
prevention of school dropouts. The focus is on how teachers have reacted and evaluated
the significant changes in the learning process brought on by the COVID-19 pandemic.
We address the following questions: How can Bulgarian teachers and the educational
system prevent students' dropouts? How do teachers identify at-risk students? How do
they assist pupils who have a high dropout risk?
Theoretical approach
All students were forced to switch from traditional classroom learning to online learning
due to closed schools caused by the COVID-19 pandemic. In this aspect, the COVID-19
pandemic has a wide-ranging effect on young people, including the decline of the labor
market and job losses, the challenge of entering the labour market for those moving into
it, training and education (ILO, 2020).
In addition, low levels of online education participation, particularly among youngsters
from the most vulnerable families, might increase the education gap as well as other forms
of inequality. It may increase the threat presented by children who are at risk of leaving
school. Unemployment, poverty, a higher risk of marginalization, and social isolation are
all conditions that preceded low levels of education. That makes it a significant problem
that has a direct impact on the quality of life among young people. Youth well-being is a
dynamic, complex process (Erikson, 1968). It keeps bringing up a number of problems in
sectors including the economy, politics, and society. One of the key elements of young
people's development is education.)
Methodology
A methodology for analysis is based upon in-depth interviews with 20 high school
teachers as well as other teaching staff members who share their experience during
COVID-19. The majority of the respondents in the interviews were females and ranged
in ages between 24 to 58. The data was collected in the South-West of Bulgaria during
October 2021 and February 2022.
Findings
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In this study, teachers' experiences, perspectives, and opinions on the educational process
during the COVID-19 pandemic are presented. According to the respondents, it is
important to discover the most individualized way to engage with young people who are
at risk of dropping out of school. Reduced danger of a "digital divide" impact during the
pandemic is also emphasized as a major problem. It focuses on critical aspects of how
teachers perceive the situation with the enforced change of active learning caused by
COVID-19 as both a technological challenge and a chance to rethink their teaching
models and strategies. Participants described their experiences in relation to some digital
competence of teachers and students’ gaps, some deficits in providing a suitable digital
environment, work overload, and outlined some positive perspectives in the Post-Covid
pandemic for the educational system.
References
Erikson, E. (1968). Identity: Youth and Crisis. W.W. Norton and Company.
https://books.google.bg/books?hl=bg&lr=&id=EIBLC0JimYYC&oi=fnd&pg=PP2&
ots=yxFBNvoKi9&sig=dZaJFoMXXNIaTFzDX6Cle1wILmo&redir_esc=y#v=onep
age&q&f=false
International Labour Organization. (2020). ILO Monitor: COVID-19 and the world of
work. (Fourth edition) Updated estimates and analysis. International Labour Office.
https://www.ilo.org/wcmsp5/groups/public/---dgreports/-
dcomm/documents/briefingnote/wcms_745963.pdf
International Labour Organization. (2020). Youth & COVID-19: Impacts on jobs,
education, rights and mental well-being (survey report). International Labour Office.
https://www.ilo.org/wcmsp5/groups/public/-
ed_emp/documents/publication/wcms_753026.pdf
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EARLY SCHOOL LEAVING IN BULGARIA: A SOCIO-
PSYCHOLOGICAL ASPECTS
prof. Valentina Milenkova, PhD, DSc - South-West University “Neofit Rilski”
prof. Boris Manov, PhD - South-West University “Neofit Rilski
For young people in Bulgaria, dropping out of school has a long-term negative impact, as
they are not only unable to participate in the labour market but also driven into a situation
of social exclusion. According to various studies, these youths who drop out of school are
strongly affected by their family environment, as well as their personal and psychological
characteristics. (Hale & Canter, 1998; Morse, 2004 Nonchev et al., 2006; Tassevska,
2008).
This paper focuses on the study of education as an environment for personal development
and socio-psychological change (Tattum 1992; Hale & Canter, 1998). The analysis
outlines some deficits related to the phenomenon of school dropouts and its nature. In
addition, the personal qualities can be considered as a prerequisite for educational and
training activities, as well as for learning and participation in classes.
The study presents various personal qualities that are associated with a positive attitude
towards education and students' assessment of these qualities through the prism of
ethnicity. It shows the pursuit of qualities related to ethics in communication, sociability,
and autonomy, i.e., areas describing peer interactions and seeking independence from
adults, and reducing control. Young people strive for those qualities that allow them self-
regulation, contact skills, and coping with their social world, in which, however, the
school has its place (Deci, 2000).
The aim of the study is to answer the following questions: what does dropping out of
school depend on; what personal qualities are associated with a positive attitude towards
education; how the students themselves evaluate these qualities in their "Real-Self" and
"Ideal- Self"; is there a place for ethnicity in this context; why the self-concept is
important in the series of actions to overcome dropping out of school (Erikson, 1968)
From a methodological point of view, a secondary Eurostat statistical data analysis about
Bulgaria, was combined with the method developed by Ivan Paspalanov for the type of
personal tests for registration of the profiles of the self-concept (Paspalanov, 1983). This
method was used to establish the notions of the self and the formation of different
qualities, with the explication of 17 personal qualities in different areas of manifestation
of personality. The method was applied to students of compulsory school age in the frame
of the national project "Contemporary Bulgarian Education: Status and Deficits".
Through the secondary analysis of Eurostat data, we seek to obtain a more comprehensive
and precise picture of the ESL in Bulgaria between 2011 and 2021.
Limitations of the study: The analysis covers 270 students between the ages of 14 and 16
and focuses on how ethnicity impacts educational activity and school dropouts.
Additionally, the location where one lives, the school, the size of the family, the parents'
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jobs, and income all have an effect. Due to Covid-19, differences in education have
recently been brought on by two new factors: involvement in mobile learning and the
potential for distance learning, both of which pose severe security concerns for the
nation's Roma population.
The important finding is that the observed aspects of the school environment, together
with the teaching practices and values of individual success and attitude in learning,
reveal the presence of prerequisites for overcoming school dropout and developing
educational influences (Romi, Schmida 2009).
Keywords: Early school leaving; Education, Bulgaria, self-assessment; adolescence.
References:
Erikson, E., H., (1968) Identity, youth, and crisis W.W. Norton & Co., Inc., New York,
NY
Deci, E. , Ryan R.M. (2000), The what and why of goal pursuits: Human needs and the
selfdetermination of behaviour Psychological Inquiry.
Hale, L. F. & Canter, A. (1998) School Dropout Prevention: Information and Strategies
for educators. National Association of School Psychologists. Bethesda MD.
Milenkova, V. (2012) “Policy Measures for Equal Educational Opportunities for Roma in
Bulgaria” In Education Policy and Equal Education Opportunities, Ed. by D. Pop,
223245. Open Society Foundations.
Minev, M.,Petrova, B., Mineva, K., Petkova, M. & Strebkova, R. (2018) Self-esteem in
Adolescents. Trakia Journal of Sciences. 2, 114-118. doi:10.15547/tjs.2018.02.007
Morse, A. B., Anderson, A. R., Christenson, S. L. & Lehr, C. A. (2004). Promoting School
completion. Principal Leadership Magazine, 4 (5). National Association of Secondary
School Principals.
Nonchev, A. Mondon, P., Donkova, M., Milenkova, V., Strakova, L. & Ruseva, R. (2006)
Prichini za otpadane na detsata ot uchilishte v Balgariya [Reasons for children dropping
out of school in Bulgaria]. East-West Publishing House.
www.vitosharesearch.com/fileSrc.php?id=2121
Paspalanov, I. (1984). Profili na Az-obraza pri detsa s visoka inteligentnost ot Balgariya,
Angliya i SASHT [Self-image profiles in children with high intelligence from Bulgaria,
England and the USA]. Sotsiologicheski Problemi, 4, 78-95.
Romi, S. Schmida M. (2009), Non-formal education: A major educational force in the
postmodern era Cambridge Journal of Education, 39 pp. 257-273.
Tattum, D., & Tattum, E. (1992). Social Education and Personal Development (1st ed.).
Routledge. https://doi.org/10.4324/9781315201689
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Stott, T. ,Allison, P. (2015) Johannes Felter & Simon Beames Personal development on
youth expeditions: a literature review and thematic analysis, Leisure Studies, 34:2,
197229, DOI: 10.1080/02614367.2013.841744
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THE COUNTRYSIDE AS DESTINY: TWO OPTIMISTIC
STORIES AMONG A SEA OF NEGATIVE MEDIA
COVERAGE ON RURAL YOUTH IN BOSNIA AND
HERZEGOVINA
Mirza Emirhafizović - University of Sarajevo, Bosnia and Herzegovina
Keywords: rural youth, media, countryside, Bosnia and Herzegovina
The aim of the paper is to present two untypical stories about rural youth in Bosnia and
Herzegovina. Analysing media coverage on rural youth in Bosnia and Herzegovina either
news portals or video materials (topic-related TV shows or YouTube channels) in the last
decade, prevailing narratives are rather depressive and repetitive: syntagms such as
„demographic disaster", „the villages are dying out", „only older persons are left",
„deserted rural areas", etc. accompanied by gloomy statistics and pictures became
overrepresented in the public discourse. The forced and conflict-driven migration during
the war in the 1990s resulted in many deserted villages across the country. The ongoing
wave of mass out-migration threatens to cause further depopulation, especially in rural
areas, where a high percentage of young people face a plethora of disadvantages and some
forms of social exclusion almost by default. In the described atmosphere, optimistic
stories of youth residing in (remoted) rural areas are rarely heard.
In this case, official data underpin such media narratives. Almost one-quarter (24.3%) of
young people (aged 15–24) are identified as NEETs, neither in employment nor in
education or training (World Bank & Vienna Institute for International Economic Studies,
2019, p. 31), which is substantially higher than in the EU-28.
Research findings from 2019 show that the socio-economic environment has taken over
the primacy of influence over heightened desire to emigrate from the individual
characteristics that dominated a decade earlier (2009) (Čičić et al., 2019, p. 71). The same
study confirms that younger respondents were exhibiting stronger migration aspirations
than their older counterparts (ibid.).
Conducting content analysis of the various media sources (primarily news portals and
YouTube channels), two positively connotated contents stand out.
The first story is about a young man (B.Č.) living in a traditional village located in Central
Bosnia, who is proud of his peasant heritage. Unlike his counterparts, he does not express
the intention to migrate, but he is willing to cope with all structural obstacles through his
activism. The second story has been made within the serials “Stories from Bosnia “ (Priče
iz Bosne“), and it is about a young man (M.H.) who lives in a village located in Zenica-
Doboj Canton, with a master's degree earned from the Faculty of Agriculture and Food
Sciences UNSA. He is dedicated to the family business in healthy food production,
applying his acquired knowledge and skills. During the interview, he does not complain
about the hopeless situation, moreover, demonstrating a quite enthusiastic attitude.
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References:
Čičić, M., Trifković, M., Husić-Mehmedović, M., Efendić, A., Turulja, L., &
Emirhafizović, M. (2019). Emigration study Bosnia and Herzegovina. Special editions
(Volume CLXXXII). Academy of Sciences and Arts of Bosnia and Herzegovina. World
Bank & The Vienna Institute for International Economic Studies. (2019). Western
Balkans labor market trends 2019. Retrieved 5, March 2021 from
https://documents1.worldbank.org/curated/en/351461552915471917/pdf/135370-
Western-Balkans-
Labor-Market-Trends-2019.pdf. Priče iz Bosne. (2021, March 1). Price iz Bosne - Kakanj
- Bistrani selo. [Video]. YouTube. https://www.youtube.com/watch?v=MCjup-
MnDVc&t=367s
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IMPROVING YOUTH MOBILITY BY PROVIDING
BETTER PUBLIC TRANSPORTATION- A STUDY CASE
FROM THE CITY OF INDJIJA
Vesela Radovic
Abstract
The aim of the study was a recommendation and establishment the concept of the specific
part of local sustainable development which is recognizing NEET needs in emergencies
and global challenges which affect their mobility. Competent authorities have to work on
decreasing conditions for NEET`s exclusion from wider society. Youth mobility in rural
areas is the cornerstone which guarantees that declared goals which are important for
NEET`s community life will be achieved.
Methods
Since this is a pilot project, we used methodology appropriate for social science: analyses
of documents, historical approach and comparative analysis. A specific case study was
presented in this study. It is related to the Indjija Town and municipality located in the
Srem District of the autonomous province of Vojvodina in the Republic of Serbia. This
municipality includes the town of Indjija and ten of its villages.
Results
The finding shows that local community awareness related to rural youth mobility arises
and some specific measures are applied at the local level. The important fact is that Indjija
is a city which devoted a part of the budget to the improvement of youth mobility as well
as the mobility of the rural population as a whole. Despite that, there are a few issues
related to the limited public transport during weekends which reinforce a sense of social
isolation. Youth is not able to attend some social events in Indjija and near cities without
a car, and this state starts to be more serious for youth and especially for NEETs group.
In some emergencies, like extreme weather events, their mobility is jeopardized, and so
they lost their contacts during that period and the possibility to access services available
in the city of Indjija. Even though these results are obtained at the local level, they
confirmed that the case was pretty serious due to the increased cost of fuel and so maybe
even the worsening of the current state of youth mobility. The pragmatic value of the
paper lies in information obtained in this pilot research about the improvement of youth
mobility and work of emergency services in emergencies using the new concept of
transportation and as an initiative for competent authorities to solve this issue in the near
future. NEET in this action has to be recognized as a valuable resource and not as a
problem for the local community.
Conclusion
Indjija is a city which can be recognized as an example of good practices related to rural
youth mobility. This statement does not mean that there is no space for further
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improvement of the public transport system. Policymakers have to define the real youth
needs in rural areas and priorities intervention for the improvement of mobility. Since few
of the Indjija villages are settled in the Danube River, maybe some possibilities for
passenger river transport have to be recognized. Combine with the already existing road
and rail system, this kind of transportation may contribute to the faster economic and
social development of rural communities. NEETs and rural youth could have a significant
role in the process of rehabilitation and reconstruction of rural infrastructure in
emergencies and so increase the level of its resilience in emergencies (floods, extreme
weather events, etc.). Policymakers should work on finding a way to improve the local
public transportation system in rural areas, establish adequate coordination and
communication, and provide financial means in order to achieve these goals. In this
process, they have to give youth (NEETs) a specific role in the local community and
provide their visibility. On the other side, policymakers should build back the citizen and
youth's trust in what they are doing for population welfare using all their skills and
abilities.
Keywords: city, village, youth mobility, social exclusion, emergency, energy crises.
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INVISIBLE? YOUTH WITH DISABILITY IN LABOUR
MARKET IN LITHUANIA
Daiva Skuciene - Vilnius University, Lithuania
People with disabilities should have the same opportunities to participate in society and
labour market as people without disabilities. It is the main prerogative of human rights
and the Welfare State. There are two types of governmental support for people with
disabilities - income support and services. Usually, the income support includes pensions
and social assistance benefits. Whereas, services include adaptation accessibility to
private and public buildings, the provision of technical aids that help in everyday and
public environment, and the transportation. Nowadays, the sources of provision can be
from state, market, and civil society (Greve, 2015). Baldock et al. (2012) stated that civil
society should step and fill the gap between the state, family, and market. Meanwhile,
civil society includes the third sector.
On the other hand, Rees and Mullins (2017) conceptualized that the third sector is
composed of the organizational activity between the state, market, and private familial
spheres. Alcock (2022), analysing welfare pluralism, mentioned third sector providers of
welfare within the mixed economy. Thus, social policy and welfare theories tell us that
welfare services come from the state, market, family, and the third sector. However, the
configuration between these sources can differ in the countries and be unstable over time.
Despite these differences, the support for the people with disabilities has to provide them
with the same opportunities as the rest of social groups in the society. The provision of
equal opportunities for people with disabilities has already been analysed from various
aspects in Lithuania. Although, there is a lack of research regarding the youth situation in
the labour market in rural areas and the role of NGOs in targetting and supporting this
group of people. Thus, this research aims to answer the following questions: What is the
employment, participation in ALMP, or education situation of youth with disabilities? and
what support is provided by the government and NGOs for people with disabilities? To
answer the first question, the secondary data of Lithuanian Statistics and PES (2021-
2022) was analyzed and the microdata of LT –SILC 2019 (part of EU-SILC/ Survey of
Income and Living Conditions) and microdata of the project "Judam" implemented by
Lithuanian DYA (Department of Youth Affairs) in 2021 were analyzed. This project aims
to reduce the number of 15-29 year old NEET youth through various interventions and
the measures encouraging activity of the young people based on their needs and
possibilities. The project started in 2019 and is expected to end in 2023. There were 35
young people with disabilities participating in the project. Unfortunatelly, the data related
to youth with disabilities is not sufficiently comprehensive, therefore, the findings
revealed only possible tendencies regarding the success of youth with disabilities in the
project "Judam".
For the governmental support analysis, the following legal documents were analysed:
Lithuanian Disabled social integration law (1991), Education Law (1991), Law of social
services (2006), order of the Minister of Social Security and Labour for the provision of
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technical aid for persons with disabilities (2006), Transport concession law (2000), Equal
Opportunities law (2003), and Employment law (2016).
For evaluating NGOs' support for the reintegration of the people with disabilities into the
labour market, the projects (described on NGOs websites) of 5 NGOs in Lithuania were
selected related with the working skills improvement of people with disability. The
current ongoing projects and implemented projects related to the reintagation of people
with disabilities into the Labour market over 2018-2022 were analyzed. The period was
selected according to the accessibility of information on websites.
The research findings revealed that youth with disabilities living in rural areas is
"invisible" in the statistics, in the NGOs projects, and policy in general. That is a
significant obstacle for evaluation of the situation and creation of a sufficient support
system for the youth with disabilities in rural areas.
There is a lack of data on how many young people with a disabilities live in rural areas.
The Lithuanian PES does not have data about youth with disabilities employment
situation in rural areas. Our data sources indicated that youth with disabilities are mainly
educated up to a basic education level. The majority of them have never worked. A
minimal number of the persons with disabilities work or participate in ALMP. According
to the “Judam” data, sometimes young people also live with families that experience
various difficulties, including poverty.
Analysis of the policy revealed that all essential aspects of social integration of people
with disabilities are covered. Social services and technical aid provision are legitimated
to support people with disabilities to function equally with others in society, including
labour market. The employment support is legitimated as well. Nevertheless, the rural
aspect is not distinguished in legislation.
The Lithuanian NGOs implement various projects funded by the Department of Affairs
of People with Disabilities. Social integration and working skills improvement are the
main themes of these projects. However, it is unclear whether these services reach young
people with disabilities in rural areas. These projects are concentrated on the improvement
of various skills, such as handcrafts, IT skils, practical skills in the workplace, and seek
to increase the motivation of people with dissabilities as well as to provide them with
guidence in their employment journey.
References
Greve, B. (2015). Welfare and welfare state: present and future. Routledge, Londond And
New York.
Baldock, J., Mitton, L., Manning, N. and Vickerstaff, S., (2012). Social policy. 4th ed.
New York, USA: Oxford University Press.
Alcock, P. (2016). Why we need welfare: collective action for common good. Policy Press.
Rees, J. and Mullins, D. (2017). The Third Sector Delivering Public Services:
Developments, Innovations and Challenges. Policy Press.
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ROLES OF ECO-FARMS AND SOCIAL ENTERPRISES
FOR RURAL NEETS
Milojka Domajnko
Štefan Bojnec, Department of Economics, Faculty of Management, University of
Primorska, Slovenia
Abstract
Social enterprises have been developed in different economic activities and regions in
Slovenia which is the focus of this analysis. One of advantages of social enterprises can
be to integrate and employ vulnerable socially excluded young people that cannot be
integrated in the competitive labour market. However, it can also provide opportunities
for development of agricultural and with agricultural related activities in rural areas. We
focus on three case studies in Slovenia that are related to eco-farming in a typical
agricultural activity and agriculture service cooperative that are engaged in marketing
with farm inputs and farm outputs as well as processing of agricultural produce.
The first case study is Cooperative Dobrina.
The cooperative Dobrina promotes fair trade for local producers and brings together small
farmers who produce organic fresh fruit, vegetables and traditional local food. The
cooperative implemented activities to increase its network of producers and encourage
new customer segments, including public schools, to procure locally produced quality
food.
Great importance is placed on building and maintaining good relations between
customers and producers and operating in a transparent manner.
The second case study is social farm Korenika.
The Korenika social farm is recognized as an example of good practice in the field of
social entrepreneurship, employment of the disabled and persons from other vulnerable
social groups.
They have a system of organic production and processing of food, so they grow crops,
herbs, fruits and vegetables on more than 20 hectares. Korenika's mission is to cultivate
dignity, respect and self-esteem, both among employees and to other people.
The third case study is Wine cooperative Haloze.
The cooperative connects winemakers for a joint performance on the market. This allows
them to reduce the cost of grape production and processing of wine, which makes it
possible to achieve higher market prices. At the same time, is a perspective for young
people in the border area. They operate according to the principles of social
entrepreneurship and connect winemakers in the border area.
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To sum up, we clearly illustrate on the important roles of social enterprises in ecofarming,
marketing of farm inputs and farm outputs, and processing of agricultural produce for
integration of NEETs in the labour market and employment in remote rural areas. These
positive experiences can also be transferable to other countries that are facing similar
disadvantages in rural areas but also opportunities for development of social enterprises
related to eco-innovation in farming, marketing, and processing agricultural and food
products.
Keywords: eco-innovation, eco-farms, social enterprises, agricultural service
cooperatives, NEETs
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CHALLENGES AND OPPORTUNITIES ASSOCIATED
WITH RURAL DEVELOPMENT – ROLE OF YOUTH IN
TRANSFORMING RURAL AREAS
Alen Mujčinović - University of Sarajevo, Faculty of Agriculture and Food Sciences
Štefan Bojnec - Department of Economics, Faculty of Management, University of
Primorska, Slovenia
Abstract
Rural areas cover 44.6% of the total EU territory accounting for almost 30% of its
population (EU, 2021). Rural areas were always important, contributing to economic
growth, social pluralism and wellbeing of population while promoting environmental
aesthetics. A recent statement from European Commission president Ursula von der
Leyen “…Our rural areas are the fabric of our society and the heartbeat of our
economy...”. highlights the importance of rural areas. Rural areas are increasingly
diversified, multidimensional, multi-sectoral, multifunctional in rural development, and
because of that the study and practice of rural development require skills and insights
from a wide range of disciplines. Identification of challenges and opportunities for youth
in such an environment becomes more difficult despite the development of better methods
and new instruments (Anderson, 2003). Therefore, this research aims to identify
challenges and opportunities associated with youth in rural areas/rural development and
outline the complexity of interactions that might influence youth to stay in rural areas,
apply new and innovative business models and transform rural areas.
The multifunctionality (Knickel & Renting, 2000) and the role of youth in transforming
rural areas and in rural development have been analyzed in this research. Recently, the
service sector has been expanding rapidly and, as agriculture and industry shrink further,
a rise of on- and off-farm non-farming employment activities and incomes, i.e., farm
tourism or the integration of care services into farms (Oostindie 2000) become more
prominent (Scoones, 2009). Even though agriculture is still very important for rural
development, there is a wide range of non-agricultural activities (multisectoral
dimension) such as with agriculture related natural resources – fishing and forestry – and
services to agriculture (including input supply, marketing, transport, finance, agricultural
processing). In addition, among the non-farm sectors are rural manufacturing, mining,
other rural services, and rural infrastructure – roads, transport, energy, water, education,
health. Diversification of activities has aimed at improving the competitiveness of rural
areas, providing provision of alternative sources of income, and strengthening social
cohesion in rural areas, those identified also as Common Agricultural Policy goals under
the second pillar of rural development.
To achieve such research objectives, a rapid review was conducted using the Web of
Science database. Rapid reviews (RRs) are seen as an efficient tool for quick and
structured review of available secondary sources and are well used by the policy-makers
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and researchers (Grant & Booth, 2009; Moher, Stewart, & Shekelle, 2015; Tricco et al.,
2015).
Systematic review methods are streamlined and processes are accelerated to complete the
review more quickly (Ganann, Ciliska, & Thomas, 2010). Support in the rapid review
process was done with the use of Web of Science Clarivate tools (to identify high cited
and “hot” articles) while Vosviewer software (Van Eck & Waltman, 2010) was used to
create a bibliometric mapping.
Challenges associated with rural youth in development include demographic changes
(depopulation and an aging population), lower income per capita, poor employment
situation, a higher percentage of the population at risk of poverty and social exclusion,
and a lack of access to basic infrastructure and services covering health, transport,
education and broadband internet. Such less favorable trends can be changed with the
facilitation and introduction of a wide range of new, modern, and innovative activities,
such as the production of high-quality and region-specific products, nature conservation
and landscape management, agritourism, and development of short supply chains.
Keywords: rural youth, education, employment, rural development, sustainable
development, systematic literature review, bibliometric mapping
Abstract visual representation
References
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Anderson, J. R. (2003). Risk in rural development: challenges for managers and policy
makers. Agricultural Systems, 75(2-3), 161-197.
European Commission President Ursula von der Leyen, political guidelines for the next
European Commission 2019-2024.
European Union, (2021). EU rural development policy Impact, challenges and outlook,
European Parliament, available on: http://www.europarl.europa.eu/thinktank
Ganann, R., Ciliska, D., & Thomas, H. (2010). Expediting systematic reviews: methods
and implications of rapid reviews. Implementation Science, 5(1), 1-10.
Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types
and associated methodologies. Health Information & Libraries Journal, 26(2), 91-108.
Knickel, K., & Renting, H. (2000). Methodological and conceptual issues in the study of
multifunctionality and rural development. Sociologia Ruralis, 40(4), 512-528.
Moher, D., Stewart, L., & Shekelle, P. (2015). All in the family: systematic reviews, rapid
reviews, scoping reviews, realist reviews, and more. Systematic Reviews, 4(1), 1-2.
Scoones, I. (2009). Livelihoods perspectives and rural development. Journal of Peasant
Studies, 36(1), 171-196.
Tricco, A. C., Antony, J., Zarin, W., Strifler, L., Ghassemi, M., Ivory, J., ... & Straus, S.
E. (2015). A scoping review of rapid review methods. BMC Medicine, 13(1), 1-15.
Van Der Ploeg, J. D., & Renting, H. (2000). Impact and potential: a comparative review
of European rural development practices. Sociologia Ruralis, 40(4), 529-543.
Van Eck, N., & Waltman, L. (2010). Software survey: VOSviewer, a computer program
for bibliometric mapping. Scientometrics, 84(2), 523-538.
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DEVELOPMENT TRENDS OF AGRICULTURE SECTOR
AND SUBSECTORS IN ALBANIA. PROSPECTS OF
RURAL YOUTH
Dorjan Marku - “Fan S. Noli” University of Korça, Albania
Myqerem Tafaj - Agricultural University of Tirana, Albania
Enkelejda Emiri Sallaku - Agricultural University of Tirana, Albania
Gjergji Papa - “Fan S. Noli” University of Korça, Albania
Gjergji Mero - “Fan S. Noli” University of Korça, Albania
Abstract
The agriculture sector and its subsectors (livestock, forestry, fisheries, crop production,
food and nutrition industry, agri-tourism, medicinal plants) are the most important
contributors of the Albanian economy. According to World Bank dataset, in 2020,
agriculture, forestry and fishery contributed around 19.1% to the GDP of Albania, while
are employed 36.1% of the total workforce. Beside the strategic importance that the sector
has in terms of GDP growth and producing food for the population, its impact is vital on
keeping rural communities, especially young people, in their territories. In addition,
during the last two decades the number of rural population has decreased by 10%.
Despite the favorable conditions (climate, natural resources, very fertile soils, farmers
experience), the productivity per unit of agricultural land is far below the average of other
Balkan countries and EU. Even the efforts of governments and local institutions, through
interventions aiming to improve productivity and quality of agriculture products, increase
farmers incomes and improve living standards, have failed to reduce poverty in rural areas
and keep rural youth in these regions.
The aim of this paper is to provide an analysis of the current situation, trends and
challenges of the agriculture sector as a whole and to address issues that are related to the
coherence between agriculture and development of rural territories and their
communities, focusing mainly on young people. In addition, this paper provides
important findings on the trend and prospects that young individuals have in terms of
building their lives in rural areas, getting engaged in agriculture and get educated in
agriculture-oriented study programs.
During this study, a mixed method approach was applied, consisting in quantitative and
qualitative data. In order to provide a clear overview on the challenges and trends of the
agriculture sector, a background description was carried out, using secondary data’s from
different sources (statistical offices, ministries and other agencies). The primary data
collection method consisted on the distribution of the questionnaires on farmers, focusing
mainly on demographic factors. In addition, the responses from the questionnaires were
analysed in order to obtain their perceptions.
The observed decreasing trend in the number of young people working in agriculture,
livestock, forestry and fisheries; it is also reflected in a decline in the number of graduates
applying and enrolling in agriculture science programs. Even more pestilent is the
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reduction rate that is related to the number of students from rural areas, following
vocational schools or high school studies in these disciplines, whose motivation would
probably be greater because of the conjunction they have with rural areas. Even though
the number of graduates in agricultural profiles occupations has declined rapidly and
despite the high demand in the labor market, paradoxically, a large number young people
remain unemployed. Beside the structural problems of farm size, low investments,
insufficient financial support from the state and the low levels of technology, the sufficient
level of knowledge and well-trained human resources remain the most important
challenge that Albania is confronting with and is foreseen to continue even more in the
future. It is imperative that state policies should look for more efficient ways to increase
overall agricultural production and improve quality of life in rural territories.
Albania has a significant trade deficit in delivering agricultural products with the EU.
Considering the effects of external factors, first market distortions due to the pandemic of
Covid -19, and then the war between Russia and Ukraine, domestic producers will have
to face the problem of increased production prices for a mediumterm period. In this
context, the market demand for animal and plant products that are locally produced has
been already affected and will continue to do so in the future. The above challenges
emphasize the strategic role of agriculture and rural communities, as important elements
in improving the economic balance of food imports and exports for the local population.
Increasing agricultural productivity, farm diversification, the requirements for the quality
and safety of agricultural and animal products, and the reduction of negative impacts on
the environment, as part of the approximation of the sector with EU standards, it will lead
to an expansion of the labor market in the field of agriculture and its subsectors. Moreover,
it will have a significant impact in the demand for welltrained young people, with proper
competences and skills needed for the future labor market of this sector.
References
Anna Robinson-Pant (2016). “Learning knowledge and skills for agriculture to improve
rural livelihoods. ISBN 978-92-3-100169-7;
Creswell, J.W. (2009). “Research design, qualitative, quantitative, and mix methods
approaches”. Third edition, Thousand Oaks, CA: Sage;
INSTAT, Statistical yearbook 2021;
Leedy, P.D. & Ormrod, J.E., (2001). “Practical research, planning and design”, 7th
Edition. New Jersey: Merrill Prentice Hall;
Martin Upton (2004). The role of livestock in economic development and poverty
reduction. Working paper No.10. FAO;
Maxwell, J., (2005). “Qualitative Research Design: An interactive approach”, Sage
Publications;
Ministria e Bujqësisë dhe Zhvillimit Rural. www.bujqesia.gov.al;
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MBUMK, Strategjia Ndërsektoriale për Bujqësinë dhe Zhvillimin Rural 2014-2020;
The World Bank.
https://data.worldbank.org/indicator/NV.AGR.TOTL.ZS?locations=AL;
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MICRO LEVEL EDUCATION INTERVENTIONS IN
RURAL AREAS: DEVELOPING TRANSVERSAL SKILLS
IN IRELAND, PORTUGAL AND TURKEY
Paul Flynn - School of Education, National University of Ireland Galway, Ireland
Muhammet Berigel - Management Information Systems Department, Faculty of
Economic and Administrative Sciences, Karadeniz Technical University, Turkey
Marta Rodrigues - Centre for Research and Intervention in Education, Faculty of
Psychology and Education Sciences of University of Porto, Portugal
European youth face significant challenges as the wider citizenship of Europe makes a
transition towards a more sustainable and digitally enabled future. At the heart of this twin
transition is UNESCO Sustainable Development Goal No.4 - Education. However, while
education in various guises such as formal, non-formal or semi-formal seeks to engage
the widest possible audience, young people in rural areas experience challenges that are
particular to their socio-geographic status that inhibit the development of the skills
required to help them move with this macro-level transition. Issues such as traditional and
engrained perspectives on education, depopulation and access to technology are endemic
in many EU member states and beyond. Notwithstanding these challenges, programmes
that seeks to enhance the employability of young people both in formal and non-formal
education at the micro-level do succeed. In short, the narratives that tell the stories of the
‘how’ these programmes were designed are often lost at the expense of macro-level
reporting. It is this gap that the authors seek to address, and ultimately contribute to SDG
No.4 as it relates to European rural youth. This paper reports on three programmes that
seek to help young Europeans develop critical transversal, or horizontal, skills as part of
pedagogical processes of learning in particular contexts and the value of micro-level
activities being disseminated widely.
Firstly, we present a community-based study support practice established in 2013 in the
5th Generation of the Choices Programme (5EG), in a municipality in the northeastern of
Portugal characterized as a rural and inland area, that has been developed up to the 8EG
(2022). Choices is a nationwide government programme created in 2001 whose mission
is to promote social inclusion of children and young people from vulnerable socio-
economic contexts focusing on equal opportunities and strengthening social cohesion.
The programme is based on projects and managed by local organizations. The practice is
aimed at children and young people between the ages of 6 and 25 in the neighbourhoods
of the Choices Project intervention area (Rodrigues et al., 2018). These young people, in
general, come from families with low education levels, with disqualified jobs and/or
unemployed situation. The main goal of this study support practice is to promote success
and progression in school outcomes through educational support focuses on school
monitoring and guidance. It also provides support for individualized learning in a way to
increase autonomous and collaborative work among children and young people (Antunes,
2017). Overall, the practice seems to stand out the capacity to generate change in
individuals and in addition in the community. For most participants, this local project and
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this study support practice has been the only answer in an isolated and stigmatised
territory.
Secondly, an adaptive skill assessment tool was introduced developed for the problems
and needs experienced in the basic skill assessment processes of young people, which is
one of the problems experienced by public and private institutions working for
employment.
It is very important to determine the skills that young people have in placing them in jobs
and taking them into training programs necessary for the job (Klosters, 2014). In Turkey
rate of low skilled youth is more than from other countries at European Union.
Government, public and private institutions and NGOs, face with skill and education
problems for youth’s employment process. One of the main challenges that employment
agencies and job experts face with is not to assess youths for job direction, informal and
vocational training. This challenge becomes even more difficult in countries like Turkey
where the rate of unemployed and low-skilled youth is high. Developing key
employability skills and enabling lifelong learning for all presents major challenges for
organizations and professionals offering job-oriented training. Each assessment of
individual skills and abilities is crucial to creating an environment conducive to learning
for young people (Basharat and others, 2020).
Skills tests are the main tool for learning and making assumptions about young people's
skills. There are several disadvantages to using a traditional test to accurately identify the
skills of low-qualified youth. The use of individualized testing tools and adaptive skill
assessment tools supported by artificial intelligence eliminates the disadvantages that can
be experienced and provides an opportunity to make more accurate assessments. (Sireci
and others, 2005)
Finally, in the context of rural community in the west of Ireland a social innovation
programme called INNOVATE21 was developed with the explicate aim of presenting
sustainable opportunities for intergenerational knowledge exchange through
collaborative community based problem solving. Informed by a social constructionist
perspective (Weinberg, 2008), a secondary objective of this programme was for young
people to develop critical transversal skills through pedagogically informed embodied
learning processes. A total of 26 young rural dwellers met with 12 senior members of their
community in an effort to collaboratively solve environmental issues that were particular
to their locality that included conservation, recycling and local employability using the
DIVE-IN process of problem identification (Flynn, 2018). This process was framed by a
whole group entry by the young participants to the Irish pathway to the UNESCO Young
Environmentalist Awards. Mixed methods data collected in the form of surveys, focus
groups and interviews and analysed triangulated. Findings indicate that young people did
develop transversal skills through participation in the programme and that the meaningful,
local nature of the activities had impact on the willingness of the young people to engage
with their elders. Secondly it was evident that both young and elders had more to offer
each other than first thought resulting in the development of a youth membership of the
local community council which presented opportunities for the rural young people to have
a sustainable pathway for the vertical implementation of the skills that they had
developed.
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This paper presents a valuable insight into three micro-level programmes and the ‘how’
of transversal skill development, through meaningful participation, as it relates to macro-
level policy. The authors argue that it is vital that such dissemination reaches as wide an
audience as possible so that others may adapt and or adopt these practices in their own
contexts.
References
Antunes, F. (2017). Locais Educadores: Práticas, vozes e percursos de educação inclusiva
(EDUPLACES). Jornal de Sociologia da Educação, 1, 1-9.
Basharat, S., Bobadilla, A., Lord, C., Pakula, B., & Smith Fowler, H. (2020). Soft skills
as a workforce development strategy for Opportunity youth: Review of the evidence.
Scoping report.
Flynn, P. (2018, September). DIVE-IN: Problem first team formation in entrepreneurship
education. In International Conference on Innovation and Entrepreneurship (pp. 253-
XIV). Academic Conferences International Limited.
Kolster, R., & Westerheijden, D. F. (2014). Employability of Professional Bachelors from
an International Perspective.
Rodrigues, M., Costa, I., & Loureiro, A. (2018, April 27-28). Inclusive socioeducational
practices: Perspectives of actors directly involved in study support. [Paper presentation].
III Meeting on Research and Practice in Education, Coimbra, Portugal.
https://www.esec.pt/eventos/iii-eipe-2018.
Sireci, S. G., Patsula, L., & Hambleton, R. K. (2005). Statistical methods for identifying
flaws in the test adaptation process. Adapting educational and psychological tests for
cross-cultural assessment, 93-115.
Weinberg, D. (2009). Social constructionism. The new Blackwell companion to social
theory, 3.
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POLICY RESPONSES TO REAL WORLD CHALLENGES
ASSOCIATED WITH NEET YOUTH: A SCOPING
REVIEW
Heidi Paabort - University of Tartu
Paul Flynn - National University of Ireland Galway
Claudia Petrescu - Quality of Life Institute, Romania
Abstract
Over the past ten years, young people who are not in education or employment have come
into focus of policy-makers worldwide. In this an inter-sectoral and cross-level policy-
making area are high political expectations for various supporting and intervention
initiatives. Despite the global focus, there is currently a lack of systematic knowledge of
the factors that hinder service creation and policy-making. Therefore, using the case-by-
case approach to qualitative text analysis, a systematic literature overview of the focus
issues and findings of research in 2013–2021 on young people not in education or
employment will be provided. The research revealed five key issues to consider from a
service and policy-making perspective: ‘NEET’ as a term, the heterogeneity of target
group, the impact of policies for young people, possible interventions and factors
influencing young people coping strategies. There were no research papers focusing on
youth co-creation, including community-based service creation, although for service
creation related to more complex target groups, the need for community level and young
as co-production of the service is scientifically proven (Voorberg, 2013; Windsor, 2017;
Osborne, 2018). Based on the political categories created by Mascherini (2019) (7), the
analysis pointed out that studies on the subcategories defined in the different categories
can be partially found, while there were no studies targeting young people having NEET-
status whose current situation (e.g. privileged) may lead to the understanding that they do
not need support (e.g. Andrade & Jarvinen 2017; Ng-Knight & Schoon, 2017) or whose
support has not been sufficient and they are directed towards the following service
providers (e.g. Avila & Rose, 2019). Such knowledge may make it necessary for policy-
making to take into account the differences between interventions and service creation
and to create an eighth category for which the area of vulnerability of the young person
(risk situation) is unknown and where it can be taken into account that the young person
may not perceive himself/herself in these categories.
On the basis of a systematic literature analysis, that further research and support for
NEET-youth must be seen as inter- and multidisciplinary respectively, and that this
requires to apply the holistic principle upon approaching young people in service and
policy-making, which requires that the young person be seen as a unique person and
whose involvement in service creation supports the service’s compliance with the actual
needs of young people. As factors contributing to finding and supporting young people
(case management), it is important to take into account differences within a single
sociological group; the smoothness, stability and interaction between the different site-
based policies; young people’s sense of self-perception, rights and autonomy in entering
and developing support services; possible coping strategies and the need to provide
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support/services in a time and place-based flexible and caring environment through
multidisciplinary teams.The results of the study are linked to the EU 's reinforced Youth
Guarantee, and also pointed to possible future research topics related to the target group.
Keywords: NEETs, Youth Guarantee, service creation, policy-making, interventions,
definition, heterogeneity, coping strategies
Figure: Main and less represented thematic focuses on case management for young people having NEET-
status in research, prepared by the author
References
Andrade, S. B., Järvinen, M. (2017). More risky for some than others: negative life
events among young risk-takers, Health, Risk & Society, 19:7-8, 387-
410, DOI: 10.1080/13698575.2017.1413172
Avila, T. B., Rose, J. (2019). When nurturing is conditional: How NEET practitioners
position the support they give to young people who are not in education, employment or
training. Research in Post-Compulsory Education, 24(1), 60-82.
10.1080/13596748.2019.1584439
Mascherini, M. (2019). Origins and future of the concept of NEETs in the European
Policy Agenda. Youth Labor in Transition, 503-529.
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Ng-Knight T., Schoon I. (2017). Can locus of control compensate for socioeconomic
adversity in the transition from school to work? Journal of Youth and Adolescence,
46(10), 2114-2128. 10.1007/s10964-017-0720-6
Osborne, P. S. (2018). From public service-dominant logic to public service logic: are
public service organizations capable of co-production and value co-creation? Public
Management Review, 20(2), 225-231. 10.1080/14719037.2017.1350461
Voorberg, W., Bekkers, V., Tummers, L. (2013). Co-creation and co-production in Social
innovation: A systematic review and future research agenda. Public Management Review,
17(9), 1333-1357.
Windsor, D. (2017). Value creation theory: Literature review and theory assessment. In
Stakeholder Management, 75-100. 10.1108/S2514-175920170000004
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IMPROVED INSTITUTIONAL CAPACITIES AND NEW
MULTILEVEL GOVERNANCE FOR TALENT
ATTRACTION AND RETENTION IN THE DANUBE
REGION
Dr. Boyko Doychinov - Varna, Balkan and Black Sea Fresh Foods Marketing Initiative
- Regional Cluster “North-East”
Yoanna Ivanova - Varna, Balkan and Black Sea Business Institute - Regional Cluster
“North-East”
Mario Boikov - Varna, Bulgarian Youth Forum - Regional Cluster “North-East”
The Institutes within Regional Cluster “North-East”, have been working for 30 years on
topics related to rural development, establishment of LAGs and FLAGs, helping young
people to be involved in traditional professions. Our efforts are focused on sustainable
and balanced development of rural and underdeveloped areas in Bulgaria with partners
from EU. The organization of training and qualification courses for young people from
rural and disadvantaged areas is also a traditional activity, as part of the policy to attract
and retain human capital in the agricultural sector. The organization has worked on
numerous projects for youth and NEET funded by various European and other
Programmes.
The report presents information about a project related to the topics of the Conference.
Analyzes, methodology and conclusions developed by our team related to youth
employment and entrepreneurship, sustainability and community development are
presented. The results of the studies presented in the report are the basis for developing
proposals for changes and improvement of local and national Youth Policies.
TalentMagnet /TalentMagnet - Improved Institutional Capacities and New Multilevel
Governance for Talent Attraction and Retention in the Danube Region. (2020, July 1).
TalentMagnet - Interreg Danube. Retrieved June 30, 2022, from
https://www.interregdanube.eu/approved-projects/talentmagnet/ addresses major societal
challenges caused by the outmigration of highly-educated young people, primarily from
small- and medium sized towns, especially in rural areas, in the Danube Region. This has
grave demographic and labour market implications: these countries experience shortage
of highly educated labour force. Limited institutional capacities and lack of prior
experience of public bodies, other relevant stakeholders (especially in smaller towns)
hinder effective combating against outmigration of young workforce from rural areas.
The main objective of TalentMagnet is to strengthen multilevel governance and improve
institutional capacities to reduce the outmigration of talented young workforce. Our
partnership is characterized by transnational, intersectoral and multilevel cooperation
forming a Quadruple Helix model with partners from academia, business,
politics/administration and civil society in a joint learning process.
Specific objectives to address the mentioned problems and challenges:
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- Develop capacities and facilitate cooperation of public sector bodies and other
stakeholders to attract and retain talented young people in rural areas.
- Design, test and promote talent attraction and retention tools and guides: as a clearly
identified challenge, many small and medium-sized towns in the region lose
highlyeducated young people.
- Strengthen framework conditions by improving the policy environment: addressing the
lack of supportive framework conditions (legislation, funding, support organizations,
mechanisms).
We collected and reviewed scientific and practical literature, good practices of talent
attraction and retention and its governance, ran primary research on local level. The
results were summarized in a Baseline Study. We synthetized findings and tailored them
to the needs of smaller towns, especially in rural areas. Partners developed methodology
and toolkits for multilevel governance of talent attraction and retention. Using the
methodology partner towns are designing talent attraction/retention plans, implement
rapid pilot actions. Finally, key findings will be collected, enabling identification of policy
learnings, dissemination and capitalization.
Key innovative elements of our approach:
1) Holistic: retaining/attracting talent is not just a labour market challenge; in fact, it is a
complex issue. TalentMagnet creates ecosystem built on multilevel governance to shape
talent-friendly towns.
2) Customer focus- we design attractive environment with the „customers”–talented
young people - not for them, but engaging them with innovative participative tools.
3) Cutting edge methods of behavioural economy: talent attraction/retention requires
influencing behaviour; we use approaches developed in behavioural economy
(knowledge from private sector).
4) Focus on smaller towns: large cities invest heavily in talent attraction/retention. The
problem, however, is more apparent in small- sized especially in rural areas.
5) Use of innovative ICT solutions: wherever appropriate we use ICT tools – the elearning
programme on new multilevel governance and the TalentMagnet app.
6) Instead of large-scale investments we propose an integrated system with low-cost
solutions.
7) Our organization participated in the development of a questionnaire for selfassessment
of young people from rural areas, the results of which were used for an app, which was
developed by Ruse University.
8) Independent surveys will be conducted among stakeholders and young talents who,
applying the "Traffic Light Method", will evaluate different towns according to pre-set
criteria. The criteria will be selected on the basis of the workshops and activities
conducted with young people from the region and the requirements set by them to be a
town talent friendly. A similar assessment of the towns, applying the "Traffic Light
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Method", will be made by a team of independent experts, based on the developed Talent
attraction and retention local plans, applying the same criteria. The collected results will
be summarized and based on them will be launched an annual "green", "yellow" or "red"
book of municipalities, which will reflect the state and progress of cities in implementing
policies to attract and retain young talents. In addition to the quantitative indicators related
to the assessment of the conditions for the retention and attraction of young people in
rural areas, we also offer a system of six qualitative indicators that range from 1 to 100
/where 1 is the minimum and 100 is the maximum/: ability to attract and keep talented
persons, additional training and qualification courses for labor force, the quality of
stimulative system, quality of life, environment and services for wellbeing.
The main envisaged result of TalentMagnet is establishment of new multilevel and
transnational governance model for talent attraction and retention. Gradual decline of the
important part of the region’s future workforce is a major threat with negative
demographic and labour market implications. To effectively tackle this challenge, most
of all a much stronger cooperation of relevant stakeholders is needed – on local, regional,
national and even transnational level. However, TalentMagnet not only strengthens
cooperation through a better functioning multilevel governance model, but also will
significantly improve the capacity of institutional actors, enabling the creation of optimal
framework conditions in local communities to attract and retain talents. By attracting and
retaining talented young workforce TalentMagnet helps at least to sustain and even
increase competitiveness, thus also contributes to the economic development of the rural
areas.
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LIFE PLANS IN COVID TIMES AMONG YOUNG
PEOPLE LIVING IN RURAL AND URBAN AREAS: THE
ROLE OF EMPLOYMENT STATUS
Francesca Luppi - Department of Statistical Sciences, Università Cattolica del Sacro
Cuore
Alessandro Rosina - Department of Statistical Sciences, Università Cattolica del Sacro
Cuore
Emiliano Sironi - Department of Statistical Sciences, Università Cattolica del Sacro
Cuore
Aims
With the spread of the SARS-CoV-2 pandemic in Europe, most of the governments
imposed restrictive measures to people mobility and physical distance (the lockdowns),
which severely impacted on the economic activities and performance of many countries.
Thus, the health emergency turned rapidly into in an economic crisis. Thus, the recession
further increased the uncertainty about the economic recovery and the end of the health
emergency. This situation is supposed to have conditioned individuals’ life course path
with the effect of inducing people to postpone or to abandon many life plans.
In the present study, we explore whether the rise of the COVID-19 crisis has delayed or
vanished young people’s life plans, and especially those related with leaving the parental
home, in order to establish their own household, and having a child, during the 2020-2021
period in Italy. In particular, we answer whether this relationship (i.e., between
occupational and financial uncertainty and life plans) is somehow moderated by the
contextual features, and in particular by living in rural or urban areas.
Theoretical approach
The expected negative association between economic uncertainty and life plans is
consistent with the Uncertainty Framework (see Vignoli et al. 2020). An enormous
increase in economic uncertainty during the COVID-19 pandemic has already been
widely documented (Backer et al. 2020; Lambert et al. 2020). Economic uncertainty has
been traditionally defined and measured through labour market indicators such as being
unemployed or being employed with a temporary contract (e.g., Kreyenfeld 2012). Young
people are extremely financially vulnerable to economic crises (Aassve et al. 2013, Sironi
2018). Those who were employed before the crisis are usually in sectors that are
particularly affected by recessions (O’Higgins 2014, Verick 2009). Additionally, because
employed young people are at the beginning of their work career, they usually rely on
informal or temporary contracts, which are easily at risk of ending in recession periods
(Marcus and Gavrilovic 2010). Finally, NEETs and those who did not enter the labour
market yet face increased difficulties in finding a job, while if they finally succeed to get
an occupation that is usually very precarious (Sironi 2018).
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Because recessions undermine the occupational stability, as the prospect and the real
earning of young people, which are prerequisites for gaining a financial and housing
autonomy, most of them postpone the steps towards the transition to adult (Bell et al.
2007, Iacovu 2010).
The expected moderation role of the rural-urban local feature is supported by the
sociological framework of the traditional dichotomy between community and society
(Tönnies, 2012). On the one hand, young individuals living in smaller municipalities are
expected to gain support from a close network of family ties and even from the local
community, which partially counterbalance the scarcity of public and private services. On
the other hand, large municipalities offer a great variety and availability of market and
welfare services, to mitigate the weaker community support.
Methodology
Using data from the “Youth Project”, carried out by the Toniolo Institute of Advanced
Studies, this paper implements logistic models for polychotomous dependent variables to
investigate the factors associated with a possible revision of the choice of leaving the
parental home and having a child. The analyses have been conducted on a representative
sample of 6,000 Italians aged 18 to 34, interviewed in March 2020, April 2021, and
November 2021. In more detail, we compare the effect of the occupational condition (with
a particular emphasis on the condition of NEETs) and employment vulnerability on the
chance of confirmation, postponement or abandonment of the pre-pandemic plans,
moderated by the fact of living in rural or urban areas.
Findings
Preliminary results show that young people with precarious jobs seem to be the most
prone to negatively revise their intentions of leaving and planning a childbirth, even
compared with those not working. This association is persistent over the two years.
Regarding the moderator effect of living in rural or urban areas, we observe that living in
both small and large municipalities has a protective effect over the decision to have a
child, probably due to the efficacy of the support network of the local community - in the
small municipalities - and of the large provision of (private and public) services - in the
large municipalities. Results are consistent with those concerning the choice of leaving
the parental home if related to temporary workers and NEETs: young Italian NEETs and
people with precarious jobs living in the smallest and largest municipalities are less likely
to abandon the plan of leaving away.
Keywords: Life plans, Covid-19, NEET
References
Aassve, A., Cottini, E., & Vitali, A. (2013). Youth prospects in a time of economic
recession. Demographic Research, 29, 949-962
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Baker, S. R., Bloom, N., Davis, S. J., & Terry, S. J. (2020). Covid-induced economic
uncertainty (No. w26983). National Bureau of Economic Research.
Bell, D.N.F. & Blanchflower, D.G. (2011) Young people and the Great Recession. Oxford
Review of Economic Policy, 27(2): 241–67
Iacovu M. (2010). Leaving Home: Independence, togetherness and income in Europe.
Advances in Life Course Events, 15(4): 147-160.
Kreyenfeld, M., Andersson, G., & Pailhé, A. (2012). Economic uncertainty and family
dynamics in Europe: Introduction. Demographic Research, 27, 835-852.
Lambert, A., Cayouette-Remblière, J., Guéraut, É., Le Roux, G., Bonvalet, C., Girard, V.,
& Langlois, L. (2020). How the COVID-19 epidemic changed working conditions in
France. Population Societies, 579(7), 1-4.
Marcus, R., & Gavrilovic, M. (2010). The impacts of the economic crisis on youth:
Review of evidence. London: Overseas Development Institute O’Higgins, N. (2014).
Institutions and youth labour markets in Europe during the crisis.
In P. Tridico & L. Mamica (Eds.), Economic policy and the financial crisis (pp. 90– 114).
Abingdon: Routledge
Sironi, M. (2018). Economic conditions of young adults before and after the Great
Recession. Journal of family and economic issues, 39(1), 103-116.
Tönnies, F. (2012). " Community and Society": From CP Loomis (ed.), Community and
Society (1963) In The urban sociology reader (pp. 16-22). Routledge.
Verick, S. (2009). Who is hardest hit during a financial crisis? The vulnerability of young
men and women to unemployment in an economic downturn. In IZA discussion Paper,
no. 4359. Bonn: Institute for the Study of Labor.
Vignoli, D., Bazzani, G., Guetto, R., Minello, A., & Pirani, E. (2020). Uncertainty and
narratives of the future: A theoretical framework for contemporary fertility. In Analyzing
contemporary fertility (pp. 25-47). Springer, Cham.
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POLICIES FOR NEETS’ EMPLOYMENT ACROSS EU
COUNTRIES
Claudia Petrescu - Research Institute for Quality of Life, Romanian Academy
Bogdan Voicu - Research Institute for Quality of Life, Romanian Academy
Jale Tosun - University of Heidelberg
Keywords: employment, education, public policies, active labour market policies
Abstract
The landscape of public policies addressing the youth employment is very puzzled at
European level, with many measures proposed by the European Commission within the
Youth Guarantee Programme, but with many other measures developed at national level.
Aim
Taking into account the diversity of the public policy framework on youth employment,
our paper examines the employment policy trends affecting youth in 7 European countries
(Italy, Portugal, Romania, Bulgaria, Estonia, Lithuania, Spain). The cross country
comparison of the last 10 years policies on youth employment influencing PES tracking
types’ effectives analyzes the commonalities and differences in policy goals, instruments
used, types of active labour market policies proposed to be implemented or specific
NEETs targeted.
Theoretical approach
The public policies addressing NEETs employment assessment look at various types of
active labour market policies like: “incentive reinforcement” - measures that aim to
strengthen work incentives for benefit recipients (e.g. Tax credits, in work benefits,
benefit conditionality); “employment assistance” - measures aimed at removing obstacles
to labor-market participation (e.g. placement services, job-search programs, counseling,
job subsidies, help in finding and paying for a suitable day care service for employee’s
children, job rotation schemes, and start-up incentives); “occupation” – measures to keep
jobless people busy, to prevent the depletion of human capital associated with an
unemployment spell (e.g. . job creation and work experience programs in the public or
nonprofit sector – apprenticeship, internship, short-term employment); and “human
capital investment/ upskilling” – training for general competences/ soft skills or specific
skills/ vocational training (Bonoli, 2010). A more detailed classification of active labour
market policies is provided by Tosun, Unt and Wadensjö (2017): human capital
investment (general measures that entail basic education and vocational training), labor
market training that entails temporary programs to improve relevant skills (e.g. how to
write a job application), job search assistance and monitoring (this group of measures
contains counselling and mentoring to increase the commitment and motivation of job
search, including benefit sanctioning), wage subsidies (the provision of subsidized wages
or income support schemes to provide private companies an incentive to hire young
people), public sector employment program (the provision of state-funded temporary
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employment opportunities) and other that includes measures that cannot be assigned to
any of the above categories.
Youth are one of the age categories most affected by unemployment at EU level and
economic crises deepen this issue. COVID-19 pandemic also had a negative impact on
youth employment, working and living conditions and mental well-being (Eurofound,
2021). Many studies show that youth unemployment has an economic and social impact
also (e.g., lack of social support, lack of social insurance, being more vulnerable to
physical and mental problems, feeling of shame and low self-esteem, and increased
likelihood of experiencing periods of unemployment at later ages etc.) (Brandt and Hank
2014; Gregg 2001; Vancea and Utzet 2017; Shore and Tosun 2019).
Methodology
The paper draws on extensive public policy analysis of programmes and policies targeting
NEETs employment in seven EU countries. The transnational comparative assessment
provide an overview of the NEETSs programs and policies across EU, and analyse
whether their focus change over time, the policy instruments change over time, there are
salient differences across countries, there is a focus on rural areas, there are targets on
specific areas (e.g. disadvantaged regions), there are differentiations on categories of
NEETs and active labour market policies used. For each country the analysis started from
active labour market policies for youth included in LABREF database and was extended
to other policies relevant at national level. All the public policies were coded in
MAXQDA using a common coding framework.
Findings
The paper presents the preliminary findings of the cross national assessment of public
policies developed within the project Track-IN | Public employment services tracking
effectiveness in supporting rural NEETs.
References
Bonoli, G. (2010). The Political Economy of Active Labor-Market Policy. Politics &
Society, 38(4), 435–457. https://doi.org/10.1177/0032329210381235
Brandt, M. and Hank, K. (2014). Scars that will not disappear: Long-term associations
between early and later life unemployment under different welfare regimes. Journal of
Social Policy, 43(4), 727–743. https://doi.org/10.1017/S0047279414000397.
Eurofound (2021), Impact of COVID-19 on young people in the EU, Publications Office
of the European Union, Luxembourg. Authors: Eszter Sándor, Valentina Patrini and
Massimiliano Mascherini (Eurofound); Arnstein Aassve, Letizia Mencarini, Francesca
Agosti and Teodora Maksimovic (Bocconi University)
Gregg, P. (2001). The impact of youth unemployment on adult unemployment in the
NCDS. The Economic Journal, 111(475), 626–653. https://doi.org/10.1111/1468-
0297.00666.
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Shore, J. and Tosun, J. (2019). Assessing youth labour market services: Young people’s
perceptions and evaluations of service delivery in Germany. Public Policy and
Administration, 34(1), 22–41, https://doi.org/10.1177/0952076717722192.
Tosun, J., Unt, M. and Wadensjö, E. (2017). Youth-oriented Active Labour Market
Policies: Explaining Policy Effort in the Nordic and the Baltic States. Social Policy and
Administration, 51(4), 598 – 616, doi: 10.1111/spol.12315
Vancea, M. and Utzet, M. (2017). How unemployment and precarious employment affect
the health of young people: A scoping study on social determinants. Scandinavian Journal
of Public Health, 45(1), 73–84. https://doi.org/10.1177/1403494816679555.
AN OVERVIEW OF CREATIVE AND CULTURAL
INDUSTRIES IN ALBANIA: A SOCIAL COST BENEFIT
ANALYSIS WITH SPECIAL FOCUS IN YOUTH ARTISTS.
Dr. Lorena Serjanaj (Alikaj) - Head of Scientific Research Centre of Faculty of
Economy, University of Vlora “Ismail Qemali”
Dr. Klaudja Guga - Economics Department, University of Vlora “Ismail Qemali”
Dr. Ilira Pulaj - Economics Department, University of Vlora “Ismail Qemali”
Msc. Rezart Guga - Frashëri Art School of Vlora
The aim of this study is to analyse and to have a general overview of the creative and
cultural industries in Albania. The empirical evidences worldwide shows the important
economic and social role that the development of CCI industries have in the sustainable
economic development of the country. This evidence is also noticed in Albania and based
on “Albanian National Strategy on Culture, 2019-2025”, CCI are seen as the main driver
for economic development in the long term. In this paper we have analysed this sector in
order to have an evidence-based snapshot on how these industries contribute to the social
and economic development of the Albanian economy. Also we have discussed some of
the current issues that these industries are facing today, such as: the challenges and
difficulties, as well as the growth opportunities and their potential for future development.
In this paper we have obtained the main economic indicators of the Albanian CCI
industries from various sources, such as the Labour Force Survey database from INSTAT
and the Albanian Ministry of Culture, and some other resources from private bodies and
representative organizations, in order to perform a social cost-benefit analysis of these
industries with special focus on youth artists employability. The main results of the paper
conclude the lack of access to finance of the cultural and creative industries, and little
know-how in management, marketing and legal issues of new artist and suggest that
promoting professional development of new artist in the cultural industries can be a viable
solution for job creation and employment sustainability.
Keywords: CCI industries, youth artist, social cost – benefit analysis, economic growth.
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A SOCIOLOGICAL ANALYSIS ON THE CHALLENGES
OF EMPLOYMENT AND INTEGRATION OF ALBANIAN
STUDENTS BELONGING TO RURAL AREAS.
Dr. Juljana Laze - Faculty of Education, Department of Sociology, University
“Aleksandër Moisiu”, Durrës, Albania
The fundamental social changes that Albanian society has experienced and continues to
experience in recent decades have resulted in major socio-economic changes, and in
particular, have affected the perspectives of young people in society.
This study focuses on some primordial issues of Albanian youth, focusing especially on
the rural students’ perspectives. The aim of the research was focused on the specific
position of young people, on the causes and consequences of this change, and in a more
specific way deepening the challenges of students belonging to rural areas. In particular,
it is empathized with the problems and difficulties, that they have faced while looking for
jobs.
Besides gathering and exploring the literature, reports, and data related to our study, about
100 semi-structured questionnaires and about 80 interviews were administered online
with students from Aleksander Moisiu University and the Agricultural University of
Tirana. Through the questions and interviews conducted with the key students, it was tried
to find out if their educational and academic investment was worth it. Through the
opinions and students’ experiences, it has been concluded that there are differences
between students who stay in rural areas and those in urban ones. If there is a difference,
what are the main differences? Are these students privileged compere to the students
integrated into the rural area?
Data was gathered and analyzed using thematic analysis. Specifically, the research paper
should cover four elements: a) Provide an overview of the key elements that characterize
the situation of young students in Albania's rural areas, even referring to some case
studies; b)In addition an attempt is made to discover opportunities to provide possible
guidance or orientation to support the role of young people (students) in rural areas, but
in a more integrative perspective; c)Provide an overview of the effect of rural
development policies on the integration of young people into social and economic life in
rural areas of the country, highlighting the key critical issues of existing rural
development policies; d) Identify possible approaches and instruments to improve the
integration of youth in rural areas in the context of integration, both concerning rural
development and cohesion policy.
Some of the main findings from the data analyzed show that young people feel an added
confusion about pursuing higher education. Also, it shows that young educated people
belonging to rural areas face greater difficulties in terms of employment and integration.
Even when they are integrated or managed to be employed near urban areas, their
challenges are doubled due to other high social and economic costs.
Keywords: integration, employment, social cohesion, social policy, youth
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ABANDONMENT OF SCHOOLS IN RURAL AREAS IN
ALBANIA
Msc. Orjeta Balaj
Abstract
In the recent decade , nearly 18 thousand students have abandoned schools in rural areas
in Albania. This paper focuses on the main factors leading to this phenomena which will
have a bad impact on the future. Education is one of the most important values in our
society and recently has adapted itself to the social changes carrying also many
concerning problems. First we should analyze the concept of abandoning schools, its
leading factors and what should be done to reduce this phenomenon in the Albanian
eduacational system. Despite the fact that participation in education is an obligation and
a child´s right, the school dropout is becoming more and more an important issue for rural
environment but not only. More and more it is becoming a serious social problem
affecting even middle school level. Rural schools face a lot of problems related to
emigration due to poverty and other social issues, technology and other facilities. There
have been cases in which rural schools have been forced to shut down as families move
to urban areas. We will analyze the main causes concerning the educational development
highlighting their impact but not seeing only them as the key factors of this undesirable
situation.
Keywords: education, rural environment, school dropout.
Introduction
The school dropout as a negative phenomena is increasing in rural environment due to
both historical and social factors. There are cases in which due to patriarchal views, girls
as they became adults, are forced to leave school and get married. This leds to inferiority
and raises ignorance through society. Economical factors also affect seriously the school
dropout because a lot of families do not find job in rural areas and so they can not afford
the basic living conditions. Poor people have a lower registration in educational system,
compared to the other part of population. Being in such difficult economical situation a
lot of children are forced to work in order to help their family and earn a living. This way
they are demotivated to learn and thus they easily choose to drop school. Migrating
without a proper plan has also had a big impact in our society.
Purpose of the study:
The aim of our study is to identify and analyze the key factors affecting the school dropout
in rural areas and what can be done to lower this negative impact.
Methodology
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The methods used in the present study were from literature, official documents from
Ministry of Albanian Education, UNICEF studies.
Findings
We mentioned some factors contributing to the school dropout but even the curricula itself
should be well adapted to our traditions and infrastructure. We should not borrow
curricula, even the best on, artificially, without taking in consideration our cultural and
intellectual formation and even the lack of infrastructure (schools being far from houses,
difficult road conditions, lack of labs). Naturally we ask: How can we reduce school
dropout in rural areas? Better social and political decisions and professional teachers
eager to learn new things, can influence reduce the impact of school dropout. Every
student is talented in different areas but is the teachers duty to identify the students talent.
Being an objective phenomena, the school dropout can and must be reduced.
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BECOMING NEET IN EASTERN EUROPE
Emese Vita - Research Institute for Hungarian Communities Abroad, Hungary
Aims
In this paper we would like to give an overview about the socio-demographic
characteristics of NEET’s aged 15–29 living in Eastern-Europe, more precisely in four
regions of the Carpathian Basin. The aim of our sociological analysis consist in the
identification of factors that affects and lies behind the NEET status. In other words, we
would like to answer the question who are the NEET’s, which social groups are the most
vulnerable in terms of educational and labour market exclusion. We also examine NEET’s
attitude toward work and migration, and the effects of Covid19 on youth lifestyle.
Theoretical approach
According to European statistics (Eurostat) in 2021, three of the examined countries
(Serbia, Romania and Slovakia) were between states with the highest NEET rates in
Europe. At European Union level, Romania was one of the five countries where NEET
rates had increased in the past decade, and nowadays more than 20% of young people
aged 15–29 were neither in employment nor in education or training. These numbers
underline that in the targeted region transition from education to work is a relevant and
severe social problem.
Despite of the huge data on youth positions in social structure, at local level only a few
dealt with NEET’s, specifically in minority context. As a result of his wide range
crossnational youth research Gábor (2012) was drawing the attention to youth
vulnerability under the conditions of economic transitions. He mentioned that members
of ethnic minorities and those with disadvantaged (mostly rural) settlement are more
likely to become members of disadvantaged groups in terms of employment. Csata (2017)
has also confirmed that precarious situation is closely related to rural areas, lower
education and ethnicity. For example, in case of Romania the social position of Hungarian
young people was worse than that of Romanians and he expected no significant
improvements in this respect.
Methodology
In this study we provide a comparative overview of Hungarian NEET’s in the neighboring
countries of Hungary: Romania, Slovakia, Serbia and Ukraine, with the aim to present
the latest trends of the past two decades (2001–2020) by using two datasets of the
Hungarian Youth Research project. The MOZAIK 2001 research was the first largescale
youth study among ethnic Hungarians in the neighboring countries of Hungary, carried
out in 2001. The second dataset relies on the Hungarian Youth Research project, and its
last wave was completed in 2020, with data collection modeled on the earlier survey. In
the MOZAIK 2001 research 6 480-, in Hungarian Youth 2020 4 000 young people were
surveyed in the neighboring countries of Hungary (in the four larger regions inhabited by
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Hungarians outside the border). Both research projects
22
are representative of Hungarian
minority youth aged 15–29. In the frame of Hungarian Youth 2020 research personal
interviews were made with 2000 young people in Transylvania (Romania), 1000 in
Southern Slovakia, and 500 in Vojvodina (Serbia) and Subcarpathia (Ukraine) each, on
questions related to demography and marital situation, social background and education,
labor market situation, value system, religion, politics, civic attitudes, and migration
willingness. Data collection took place at the same time and with the same methodology
in the four regions.
The first part of our papers empirical section is a general description of the population,
and its attitudes, while the second, using logistic regressions identifies the factors
affecting NEET status.
Findings
In larger perspective, the educational situation of young people has improved somewhat
in the past two decades in all regions. While in 2001 32–42% of youth belonging to the
Hungarian minority were in education and training, in 2020 nearly half of them where
involved in education system. The rate of young NEET’s has slightly decreased (with
0,6–8,2 percentage point) and is over 9% in all countries. However, there are still
significant gender differences, the gender gap has narrowed by 2020. Being neither
employed nor in education or training increases with age, and reaches the highest point
in the 25–29 cohort. Young people from villages, but overall with rural residence are more
likely to fall into the NEET category, as well as their lower educated and married peers.
Our analysis revealed that the Covid-pandemic has fundamentally changed youth’
lifestyle, a large portion of the respondents reported significant changes in their living
conditions and economic situation. In the short run, consequences of the Covid19 hit
young people with rural residency more than townsfolks, older cohorts more than
youngers, and inactive people more than those present on labour market and in education.
Almost all of the NEET’s (excepting Vojvodina) reported that their economic situation
and further education plans have changed definitely in negative direction as a result of
the epidemic.
References
Csata, Z. (2017). Labour market positions and economic situation of hungarian
youngsters outside Hungary. In A. Z. Papp, Változó kisebbség. Kárpát-medencei magyar
fiatalok (old.: 367–387). Budapest: Mathias Corvinus Collegium – Tihanyi Alapítvány.
Eurostat. (n.d.). Retrieved from Statistics on young people neither in employment nor in
education or training: ww.europa.eu
22
Youngsters were asked with a questionnaire based survey. The sample of respondents is
representative within the individual regions in terms of area, type of settlement, age and gender.
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Gábor, K. (2012). Válogatott ifjúságszociológiai tanulmányok. Szeged: Belvedere
Meridionale.
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THE QUALITY OF EMPLOYMENT AND THE
ASSESSMENT OF WORKING CONDITIONS BY YOUNG
PEOPLE WITH DISABILITIES
Sylwia Daniłowska - Aktywizacja Foundation
Dorota Kmieć - Warsaw University Of Life Sciences
Mateusz Smoter - Institute for Structural Research (IBS)
Aims
The research aims to verify how people with disabilities who entered the labour market
in Poland in the period 2020-2021 assess aspects of their work. Our research focuses on
the following elements: employment stability, employment and working conditions, job
satisfaction, competencies and development opportunities, social relations and relations
at work. In addition to assessing individual areas of work, it is important to answer the
following questions:
- Do young people with disabilities work in the open labour market or is it most often the
socalled Protected labour market?
- Do young people with disabilities work more often in the open labour market than
people in the older age group?
- What jobs do young people with disabilities work at?
- What is the level of remuneration of people with disabilities in the younger and older
age group?
The research compares the situation of young people aged 18-29 with disabilities with
the case of people in older age groups.
Theoretical approach
Despite the improvement in the situation in the labour markets, which has been observed
for years in many countries, and despite technological development, the development of
the information society, and greater awareness of the need for lifelong learning, still a
large group of young people remain outside the labour market and the education system.
In the literature, this group is called NEET (not in employment, education or training). In
addition, subsequent restrictions caused by the COVID-19 pandemic resulted in
numerous changes in the sphere of work that affected young people the most (Lee et al.,
2021, Fiaschi D., Tealdi C., (2021). Adams-Prassl et al., 2020, Eurofound, 2020). The
difficulties become even more significant if they are people with disabilities. According
to the Eurofund (2012), disability is one of the reasons why young people are not
professionally active and are not in education. Due to the special needs of this group of
people, we should pay attention not only to the fact of employment but also to the quality
of employment, working conditions and their satisfaction with professional life.
One of the primary measures of employment quality is its perception by the employees
themselves, which can be reflected in a comprehensive assessment of job satisfaction.
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Satisfaction, in addition to determining attitudes and individual evaluation of attitudes
towards the work itself, also refers to the level of meeting the individual's needs in the
work environment. These needs include financial satisfaction, development and
promotion opportunities, or employee relations. Therefore, satisfaction is a complex
measure that depends on internal factors (e.g. age, gender or level of education) and
external factors (e.g. organizational culture). Job satisfaction is related to the physical and
mental wellbeing of employees. Job satisfaction may be a key variable in building value
in the labour market for people with disabilities.
Data, methodology and findings
Our dataset contains information on around 2300 people with disabilities who
participated in the countrywide professional activation programmes in 2020-2021. Within
the questionnaire, we gathered information about their employment status and the quality
of employment up to 6 months after the end of the programme. We compare the situation
of young people aged 18-29 with older age groups by presenting descriptive statistics and
running regression models to control for the sociodemographic characteristics and the
level of disability.
The preliminary results show that both groups share similar employment outcomes. Most
of the programme beneficiaries worked three and six months after the programme (80.6%
among young people and 81.1% among older people), most on the basis of the
employment contract (97.0% among young people and 97.6% among older people), and
most full time (88.0% among young people and 87.8% among older people). Younger
people were slightly more satisfied with their job (79.7% among young people and 73.4%
among older people) and had a slightly better salary (66.2% of young people and 59.5%
of older people earned more than 2000 PLN (app. 420 EUR)), however, these differences
are not statistically significant. Young people more often worked in the open labour
market (87.2% vs. 79.8%). This difference is statistically significant and holds after
controlling for sex, age, education and the level of disability.
The analysis shows that 18-29 years old individuals with disabilities who took part in
employment activation programmes share many similarities in the employment outcomes
up to six months after taking part in the programme with people aged 30 years and more.
The analysis shows that older individuals face more difficulties in transitioning to the
open labour market which may suggest that they need more support in this process.
References
Adams-Prassl, A., T. Boneva, M. Golin, and C. Rauh (2020). Inequality in the impact of
the coronavirus shock: Evidence from real time surveys. Journal of Public Economics
189.
Eurofound (2020). Living, working and covid-19: first findings, April 2020.
Eurofound. (2012). NEETs – Young people not in employment, education or training:
Characteristics, costs and policy responses in Europe. Publications Office of the European
Union, Luxembourg.
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Fiaschi D., Tealdi C., (2021). Young People between Education and the Labour Market
during the COVID-19 Pandemic in Italy. DISCUSSION PAPER SERIESIZA DP No.
14479: https://docs.iza.org/dp14479.pdf
Lee, S. Y. T., M. Park, and Y. Shin (2021). Hit harder, recover slower? Unequal
employment effects of the covid-19 shock. Technical report, National Bureau of
Economic Research:
https://www.nber.org/system/files/working_papers/w28354/w28354.pdf
Fiaschi D., Tealdi C., (2021). Young People between Education and the Labour Market
during the COVID-19 Pandemic in Italy. Discussion Paper Series. IZA DP No. 14479:
https://docs.iza.org/dp14479.pdf
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YOUNG RURAL ENTREPRENEURSHIP TO PROMOTE
YOUTH RESILIENCE IN ALGERIA: AN OVERVIEW
Messaoud LAZEREG - Research Centre in Applied Economics for Development
Kousseila BELLIL - Research Centre in Applied Economics for Development
Aims
Food security in Algeria depends very closely on the foreign market. The Covid-19 crisis
has brought to light the extroversion of the Algerian food system, with all the resulting
risks, and reminds the need for a redeployment of efforts with a view to setting up a
vigorous approach of food security. The national data show that the unemployment rates
among young people are alarming: 31.1% (2005), 21.3% (2009), and 26.9% (2019). In
the rural areas, the problem is more important and increases the internal migration toward
cities. A category strongly impacted by unemployment is the category of young people
aged 16 to 24 who are three times more likely than adults to be out of work, due to the
difficulties they encounter in entering the labour market, closely linked to the question of
the adequacy between training and employment and the employability of young
graduates.
In this sense, agriculture occupies an important place within the Algerian national
economy as well as in the development of its rural territories, with just over 12% of non-
hydrocarbon GDP, just over 20% of the active population, and 70% of the national value
of food consumption. The rapid urbanisation (70% of the total population in 2020 against
30% in 1970s) raises the issues of food availability, rural development, resilience, and
rural poverty. agricultural/rural dualism is apparent in the public policies ignoring, in fact,
the others rural population aspirations (culture, sport …). The rural entrepreneurship
concept is less known in Algeria and is not taken into account in the nomenclature of
public policies.
The aim of this study is to evaluate the different on-going public programs targeting the
rural youth entrepreneurship in relation with the national food security objective and to
propose new policy implications in order to enhance the public intervention regarding the
rural youth population.
Public program to promote Youth entrepreneurship
The last governmental program has retained two objectives regarding the
entrepreneurship promotion: Develop entrepreneurship, and strengthen the innovation
system. These objectives are developed through enhancing the entrepreneurship
ecosystem and the incubation to limit the future SMEs mortality.
The scheme to promote salaried employment DAIP (Professional Integration Support
Scheme): scheme intended for young people under 35, to facilitate the professional
integration of young first-time job seekers.
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The data were collected from the public bodies: ANSEJ, ANGEM, CNAC, and the
national statistical office. Also, we reviewed the academic studies carried out on this
subject on specific areas and programs.
Work methodology
We retained the United Nations definition: youth as individuals in age group ranging from
15 to 24 years. Rural youth are young people that reside in rural areas embedded in the
socio-cultural context and they are heterogeneous in terms of gender, age, and education
(regarding the available data). national statistical scheme is not efficient and do not collect
information related to the young entrepreneurship (especially in rural areas). Son, the
adopted methodology was based on the national data collected from the employment
bodies (National Agency for Support and Development of Entrepreneurship, National
Agency for management of microcredit, national unemployment insurance fund, and the
National Statistical Office). These data are analysed based on the regional approach
(geographic aspect and rural-urban dimension).
These data are analysed in relationship of the national development programs (rural
development, vulnerable population, national solidarity …).
In second time, we reviewed the academic works on the thematic in the Algerian context.
The main objective is to clarify the following indicators: social cohesion and territorial
imbalance, demographic imbalance: rural welfare and generational composition,
accessibility: crisis, rural disparities, and services desertification, and the rural
governance.
Findings
Despite the negligence of this vulnerable population from the public nomenclature, these
youth are keeping participate in the local development.
The results of our investigations showed that there’s a regional disparity in term of new
creation between the centre north and the rest of the country. Based on the studies already
carried out and the reports provided, we were able to identify the main constraints faced
by young entrepreneurs in rural areas. Although shared with other age categories and the
entrepreneurial space, the constraints of rural entrepreneurship among young people.
number of businesses in remote rural areas in the western and central highlands regions,
as well as the southern regions is increasing less rapidly than the number of those in rural
areas more accessible to large northern cities. The SME support policy should be more
inclusive, especially in regions that are not very attractive to SMEs (especially in the
south and the highlands). The improvement of regional ecosystems in these sets is highly
recommended to increase the efficiency and sustainability of businesses.
The Covid 19 crisis, although it is still relevant, coupled with the current economic crisis,
further weakens the will and the entrepreneurship prospects of young people in rural
areas. For this, a short, medium and long-term recovery strategy must be put in place
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aimed at improving and improving the resilience of poor rural populations by supporting
production, access to markets and technology, and finally, to the employment, all with the
overall objective of food security.
The evaluation of previous policies shows a gap between youth aspirations and public
support, that why we propose that the design of future interventions should also be built
on strong partnerships among rural communities, academia, research, and private sector
for increased impact on livelihood improvements.
References
Camarero, L., & Oliva, J. (2019). Thinking in rural gap: mobility and social inequalities.
Palgrave Communications, 5(1), 1-7. https://doi.org/10.1057/s41599-019-0306-x
Zemirli, R., Hammache, S. (2018). Le contexte entrepreneurial en Algérie: quelles
opportunités et contraintes pour les jeunes entrepreneurs. Revue du contrôle, de la
comptabilité et de l’audit, 2(2), 771-787.
Haddad, F. Z., & Kebbour, M. A. O. (2017). L’entrepreneuriat social et solidaire: son
importance dans le monde, et sa place en Algérie. La Revue des Sciences Commerciales,
16(4), 151-160.
Taleb, N., & Ferfera, M. Y. (2013). Essai de conceptualisation de l’attractivité des espaces
ruraux Algeriens. Les cahiers du cread, 103, 45-63.
Mouloud, A. (2021). La politique publique en faveur de l’entrepreneuriat et de la Pme en
Algérie. Les craintes et les attentes des candidats entrepreneurs. Les cahiers du MECAS,
17(1), 286-297.
Ouled Taleb, O., Tessa, A. (2020). La problématique des dynamiques entrepreneuriales
face à la gestion durable des zones d’expansion et sites touristiques à l'espace balnéaire
de Tizi Ouzou (Algérie). Journal of Economics and Applied Statistics, 17(03), 181-197.
Benmakhlouf, Y., Aknine/souidi, R. (2018). Politiques publiques et entrepreneuriat
féminin en Algérie, Revue Chercheur Economique (CHEEC), 06(09),36-52.
Cohen, B. (2006). Sustainable valley entrepreneurial ecosystems. Business strategy and
the Environment, 15(1), 1-14.
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THE APPROACH OF YOUNG PEOPLE LIVING IN THE
REMOTE AREAS REGARDING SEXUAL AND
REPRODUCTIVE HEALTH SERVICES IN ALBANIA
Redona Dudushi Phd
Besmira Lahi Phd
Nowadays, sexual health education of child and teen continues to be a public health
concern nationwide, with not only health, but social and economical outcome as well. For
Albania, Covid-19 pandemic has drastically changed the delivery method of offering
Information, Education and Communication related to sexual health issues, and it has
negative impact on the delivery of the sexual health care, for groups with vulnerabilities,
including young people from rural areas. In addition the pandemic unveiled incapacity
within our system and make evident the fact that Albania is not adequately prepared to
deal with health emergencies. On the other hand stigma and discrimination, socio-
economic factors and geographic distance are barriers that make difficult for youth from
remote areas to access sexual health services and seek help.
The aim of the research paper is to identify the impact of the Covid-19 pandemic on the
Information Education Communication services regarding sexual and reproductive health
for young people who lived in remote areas in Albania.
Research Question: What are the needs of young people living in the remote areas in the
relation to sexual health and reproductive to approach and use the info linked to sexual
and reproductive health services considering psycho-social factors in their lives.
Research methodology
This research paper used qualitative methodology, and it is descriptive research design.
The study populations are youth 16-25 years old living in the remote area in Albania. The
snowball sample is used to recruit the participants. In the qualitative research design the
sample size is flexible in relation to saturation point. The date’s triangulation is used. The
tools used in the research are in depth interview, focus group and desk review. The
research phases are conducted as follow: Secondary research (desk review) of
information available in the public domain, sourced from official published statistics,
reports of other research conducted, media reports and social media postings, qualitative
in depth interviews conducted with young people from rural areas, and focus groups. The
ZOOM platform is used for two focus groups and WHATSAPP is used for 5 depth
interviews.
The results
All the teenagers living in the remote areas in Albania, reported inadequacy sexual
education in their schools. This contributed to substantial gaps in awareness,
misperception and abilities on sexual and reproductive health. The limitation on sexuality
education are appear in different ways, as shortage of inclusion of sexuality education in
the formal school curriculum, a fear of youth to be judged and bullied if them express
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interest in the sexual and reproductive health, conservative point of view of educators.
Consequently these preserve from cultural stereotypes and taboos about Sexual and
Reproductive Health Services. Albania hasn’t services focused only on youth sexual and
reproductive health. The COVID pandemic has made the need for the provision of
sexuality education in remote areas in Albania more obvious.
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SOCIAL ECONOMY ACTORS AND ALTERNATIVE
TRAINING PATHWAYS: THE CASE OF NEET YOUNG
PEOPLE IN CONTRASTING TERRITORIES
(URBAN/RURAL)
Maria Manuel Vieira - Institute of Social Sciences, University of Lisbon, Portugal
Lia Pappámikail - Polytechnic Institute of Santarém, School f Education
Tatiana Ferreira - Institute of Social Sciences, University of Lisbon, Portugal
Abstract
In contemporary Western societies, increasingly globalized, there is a process of
fragmentation of formal school systems (Barrère and Delvaux, 2017). Nevertheless,
school attendance remains compulsory during youth, while, at least virtually, learning
becomes a lasting and recurrent activity "throughout the life course".
In this process, alternative training offers to the consecrated public education system have
emerged in the school market, meeting new social needs, which attract young people in
search of training areas associated with "dream" professions (Ferreira, 2017), considered
more exciting than the classical professional outlets of the formal school system.
Simultaneously, "places and processes of non-school education" have proliferated, which
translate into a "universe of educational and training possibilities" (Palhares, 2008:115)
made available to young people. In fact, the social economy (Sousa and Kovács, 2014)
and its institutions have taken on a place of reconfiguration of "deteriorated identities"
(Goffman, 1982) by the effects of the school verdict, presenting themselves as spaces of
reversal of vulnerabilities (namely, those arising from formal education). Indeed, beyond
large scale public policies programs like Youth Guarantee (YG), with its failures and
voids, it is important to understand how, at the individual micro scale, young people and
communities with diverse opportunity structures tackle problems like youth
unemployment and/or educational and training deficits.
Based on data collected in the context of a project whose main objective was to identify,
among institutions of the social economy, good practices in the field of youth
employability, in particular, initiatives aimed at NEET young people (Neither in
Employment, Education or Training) social inclusion, we intend, in this presentation, to
explore intervention models with NEET young people in contrasting settings, while
discussing processes of reconfiguration of the educational and training field beyond the
formal educational system.
For the purposes of this presentation, we selected two of the four case studies conducted
in 2019, involving interviews, documentary analysis, and observation of the formative
and educational contexts (Vieira, Ferreira & Pappámikail, 2019). We selected two
territorial contexts (urban and rural) carried out within the framework of distinct
institutional structures (at the level of financial support, in particular), the experiences
and contributions of these two local initiatives for the promotion of youth employability,
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oriented especially to NEET young people show that the use of innovative training
processes, combining "tailor-made" training in context, with individualized and flexible
approaches, based on a "proximity" work (Breviglieri, Pattaroni & Stavo-Debauge, 2003)
has positive results in the "rescue" process of young people in a situation or at risk of
social exclusion.
The analysis also allows to address the contrasts between the rural and urban experiences
in terms of structure of opportunities and pathways available to young people. Results
reinforce the fact that being NEET young person in rural areas means to have fewer
educational, training, social and economic resources and having a higher probability of
being at risk of poverty as a result of their persistent and often generationally reproduced
disadvantage (Corbett, 2013; Shucksmith, 2004; Rönnlund, 2020). Often their support
networks are mainly linked to the family (Simões, 2018; De Hoyos & Green, 2011), a
family that often tends to devalue the role of school (Sadler et al., 2014). In turn, their
opportunities and access to the diversity of public resources is more limited, and many of
these responses, among which the Youth Guarantee stands out, offer massified responses
that do not always meet the needs and expectations of these young people.
This set of family and institutional barriers makes this process of reversing their structural
vulnerabilities even more difficult, which further limits their range of educational and
professional opportunities (Carcillo et al., 2015; Rönnlund, 2020).
These frailties highlight the contribution of social economy actors in the composition of
alternative responses to the "school form" and its role in reversing vulnerabilities among
NEET young people with educational and training deficits, especially in rural areas.
Keywords: NEET young people, social economy, non-formal education, urban/rural
References
Barrère, A., & Delvaux, B. (2017). La fragmentation des systèmes scolaires nationaux.
Revue internationale d’éducation de Sèvres, 76. Online publication.
https://doi.org/10.4000/ries.5996
Breviglieri, M., Pattaroni, L. & Stavo-Debauge, J. (2003). Quelques effets de l’idée de
proximité sur la conduite et le devenir du travail social. Revue Suisse de Sociologie, 29
(1), 141-157.
Carcillo, S., Fernández, R., & Königs, S. (2015). NEET Youth in the Aftermath of the
Crisis: Challenges and Policies (No. 164; OECD Social, Employment and Migration
Working Papers). https://doi.org/10.1787/5js6363503f6-en
Corbett, M. (2013). I’m going to make sure I’m ready before I leave: The complexity of
educational and mobility decision-making in a Canadian coastal community. Journal of
Rural Studies, 32, 275–282. https://doi.org/10.1016/j.jrurstud.2013.07.006
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De Hoyos, M., & Green, A. (2011). Recruitment and retention issues in rural labour
markets. Journal of Rural Studies, 27(2), 171–180.
https://doi.org/https://doi.org/10.1016/j.jrurstud.2010.12.003
Ferreira, V. S. (2017). «Ser DJ não é só Soltar o Play: a pedagogização de uma nova
profissão de sonho». Revista Educação & Realidade, Número Temático Educação e
Mundos Imagéticos e Sonoros, 42(2), 473-494.
Goffman, E. (1982). Estigma: notas sobre a manipulação da identidade deteriorada.
Zahar.
Palhares, J. A. (2008) Os sítios de educação e socialização juvenis: experiências e
representações num contexto não-escolar. Educação, Sociedade & Culturas, 27, 109130.
Rönnlund, M. (2020). ‘I Love this Place, but I Won’t Stay’: Identification with Place and
Imagined Spatial Futures Among Youth Living in Rural Areas in Sweden. Young, 28(2),
123–137. https://doi.org/10.1177/1103308818823818
Sadler, K., Akister, J., & Burch, S. (2014). Who are the young people who are not in
education, employment or training? An application of the risk factors to a rural area in the
UK. International Social Work, 58(4), 508–520. https://doi.
org/10.1177/0020872813515010
Shucksmith, M. (2004). Young People and Social Exclusion in Rural Areas. Sociologia
Ruralis, 44(1), 43–59. https://doi. org/10.1111/j.1467-9523.2004.00261.x
Simões, F. (2018). Community Development How to involve rural NEET youths in
agriculture? Highlights of an untold story. Community Development, 49(5), 556–573.
https://doi.org/10.1080/15575330.2018.1531899
Sousa, Maria Teresa de; Kovács, Ilona (2014). A economia social como setor empregador
nos distritos de Viseu e da Guarda. Sociologia, Revista da Faculdade de Letras da
Universidade do Porto, Vol. XXVII, 2014, pág. 89-109.
Vieira, M.M., Ferreira, T., & Pappámikail, L. (2019). Rede local de parceiros Garantia
Jovem: tensões e obstáculos às políticas de proximidade. In A. J. Afonso, & J. A. Palhares
(Eds.), Entre a Escola e a Vida. A condição do jovem para além do ofício de aluno
(pp.135-158). Fundação Manuel João.
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SOFT SKILLS AS A WAY OUT OF VULNERABILITY: A
STUDY ON ITALIAN YOUTH IN RURAL AREAS
Adriano Mauro Ellena - CERISVICO Centre for Research in Community Development
and Organisational, Quality Life – Università Cattolica del Sacro Cuore
Daniela Marzana - CERISVICO Centre for Research in Community Development and
Organisational, Quality Life – Università Cattolica del Sacro Cuore
Sara Matinez Damia - CERISVICO Centre for Research in Community Development
and Organisational, Quality Life – Università Cattolica del Sacro Cuore
Maura Pozzi - CERISVICO Centre for Research in Community Development and
Organisational, Quality Life – Università Cattolica del Sacro Cuore
Elena Marta - CERISVICO Centre for Research in Community Development and
Organisational, Quality Life – Università Cattolica del Sacro Cuore
Aims
While technology makes it possible to achieve great results in the area of innovation, soft
skills are those characteristics that enable a company to be truly competitive because they
are most useful in enhancing productivity at work. Therefore, enlightened employers are
looking for "talent," that is, people who, in addition to having the technical skills, have
transversal and interpersonal skills called soft skills. Soft skills, concern personal
qualities, attitude in the work environment and interpersonal abilities. They are, therefore,
those individual inclinations that enable to understand others, including emotions and
feelings. These skills are much more difficult to acquire and also to measure than the
technical ones. According to this, the current abstract presents several objectives. The first
is to introduce a new measurement scale (in the process of validation) that can give
insights into the assessment of soft skills, tested on a representative sample. The second
objective is to see how soft skills overall and their respective subscales perform in the
different populations of both NEET and non-NEET and rural-urban. The last goal aims
to investigate whether and how these variables may impact psychological well-being.
Theoretical approach
Many definitions of soft skills exist in the literature. A first distinction can be made
between Self-oriented/Intrapsychic and Other-oriented/ Interpersonal skills. The first
category refers to what the person must understand and develop by her/himself; the
second category gathers what the person can develop by relating with other people
(Cimatti 2016). This distinction can also be made in terms of Personal and Social Skills.
Personal Skills mainly correspond to cognitive skills, such as knowledge and thinking
skills, whilst social skills refer to relationships with other people. Let us consider some:
a knowledge skill is the capability of elaborating information; a thinking skill is the ability
of exercising critical judgment; personal skills are the capacity and desire to continue to
learn and the ability to plan and achieve goals; main social skills can be identified in
communication, listening capability, negotiation, networking, problem solving, decision
making and assertiveness (Engelberg 2015). The debate on the topic of soft skills has
persisted for a long time, and there are a variety of organizations and scholars in different
countries that have intervened to identify which sub-categories are among the most
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important and informative (see Touloumakos, 2020). Following a theoretical subdivision
that considered the review of the literature, a CFA was performed and the reliability of
the subscales as well as so of the overall scale was also measured. In addition, the topic
of soft skills has increasingly become the focus of NEETs research. Soft skills are
essential for both entering and remaining in the labour market. Various researchers have
already accentuated and focused on how NEETs in general possess lower levels of soft
skills than their non-NEET peers (Marta 2012; Marzana and Poy 2019) as well as
psychological well-being. Furthermore, it is evident how urban and rural contexts are
very different, with the latter lacking both training and employment opportunities. Living
conditions are indeed diverse, and this can only have an impact upon NEETs (Simoes et
al., 2017). Given the literature described above, which shows a lack regarding the
comparison of these groups in rural and urban areas, it was also decided to assess how
soft skills impacted these groups.
Methodology
This study involves the secondary analysis of data collected by the Osservatorio Giovani
of the Istituto Toniolo di Studi Superiori (Milan, Italy) in 2020. Since 2012, the
Osservatorio conducts yearly computer-assisted web interview (CAWI) surveys
regarding topics related to young people, such as the social and economic inclusion of
people that are Not in Employment, Education, or Training (NEET), as well as healthy
behaviours, cultural issues, and participation. The authors contributed to the design of the
major study. Sampling and data collection were conducted by Ipsos s.r.l. The
representative sample of the Italian population is composed of 6,998 young adults (1834
years old).
To address the research goals, statistical analyses were conducted using Statistical
Package for Social Sciences (SPSS v.27). With reference to the second aim, it was
possible to investigate through multivariate ANOVAs, the differences between rural and
urban NEETs and NON-NEETs concerning soft skills and levels of well-being.
Subsequently, in order to address the third aim, a stepwise linear regression was
conducted. Psychological well-being was considered as the outcome variable, whilst all
the soft skills factors were included in the model as predictors as well as urban- rural and
NEET – Non-NEETs as dummies variables.
Findings
First, a factor analysis conducted on the scale shows the presence of 6 factors: Social
skills; Positive Vision; Conscientiousness; Motivation; Problem solving and decision
making; Leadership. Considering the one way and multivariate ANOVAs, results show a
substantial difference between NEETs and non-NEETs on all considered variables (soft
skills and well-being) where NEETs have lower scores than non-NEETs. When including
degree of urbanization, NEETs have significant differences in psychological well-being,
positive vision, and conscientiousness, where rural NEETs perceive lower levels. As for
non-NEETs, rural youth have lower perceptions of motivation than peers in urban areas.
From the linear regression that saw psychological well-being as the outcome in NEETs,
all variables seem to impact except social skills and problem solving/decision making. In
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addition, the rural-urban variable, considered as dummy, has an important impact,
confirming what was found in the differences between means.
Such a result shows the importance of knowing and mapping both quantitatively and
qualitatively the different soft skills in conditions of vulnerability. It also highlights how
the rural situation can make social inclusion more difficult as the compromised skills are
those that have to do with taking responsibility, motivation, and vision for the future, tying
young people into a situation of immobility and lack of proactivity.
References
Cimatti, B. (2016), Definition, development, assessment of soft skills and their role for
the quality of organizations and enterprises, International Journal of quality research 10
(1): 97−130.
Engelberg, S. (2015), A developmental Perspective on Soft Skills, Soft Skills and their
role in employability – New perspectives in teaching, assessment and certification,
Bertinoro, FC, Italy.
Marta, E. (2012). Costruire cittadinanza. L’esperienza del servizio civile in Italia
[Building Citizenship. The civil service experience in Italy]. Brescia: La Scuola.
Marzana, D. & Poy.S. (2019), La riattivazione dei NEET: alcune evidenze dal progetto
Neetwork.” In La condizione giovanile in Italia: Rapporto Giovani 2019 [The youth
condition in Italy: Youth Report 2019], Istituto Giuseppe Toniolo. Bologna: Il Mulino.
Simões, F., Meneses, A., Luís, R., & Drumonde, R. (2017). NEETs in a rural region of
Southern Europe: Perceived self-efficacy, perceived barriers, educational expectations,
and vocational expectations. Journal of Youth Studies, 20(9), 1109-1126.
Touloumakos, A.K. (2020), Expanded Yet Restricted: A Mini Review of the Soft Skills
Literature. Front. Psychol. 11:2207.
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TRANSPORT DISADVANTAGE AND ITS POTENTIAL
IMPACT ON RURAL NEETs: THE CASE STUDY OF
LIKA, CROATIA
Slaven Gasparovic - University of Zagreb, Faculty of Science, Department of
Geography, Croatia
Anita Busljeta Tonkovic - Institute of Social Sciences Ivo Pilar, Centar Gospic, Croatia
Ivan Sulc - University of Zagreb, Faculty of Science, Department of Geography, Croatia
The main objective of this paper is to highlight the potential impact of transport
disadvantage on young people in rural areas, focusing on rural NEETs. Lika in Croatia is
used as a case study.
Mobility and accessibility to various activities and services are very important segments
in people's lives. People's mobility and accessibility to activities and services are also
influenced by the characteristics of the area in which they live (the extent of transport
services available in that area and the extent of activities' locations that people want to
access) (Hurni, 2006). These factors can lead to transport disadvantage. Rural areas are
severely affected by transport problems. This is due to physical and social heterogeneity,
low population density and small numbers of inhabitants. Certain areas (e.g. urban or
rural areas) may be disadvantaged by transport. Low frequency of public transport or its
complete absence, inadequate roads, lack of sidewalks or lighting are just some of the
reasons that make one area worse off compared to another (Murray & Davis, 2001). The
main components of transport disadvantage are mobility and accessibility (Kamruzzaman
& Hine, 2011). Mobility is a fundamental and important feature of human activity as it
fulfils the basic need to get from one place to another in order to participate in
employment, kinship and education. Thus, mobility enables social, cultural, political, and
economic activities to take place with relative ease (Gasparovic & Prieto Flores, 2021).
Accessibility is parameter which is crucial part of the function of determining transport
disadvantaged space. It is also the most important spatial factor influencing the
development and use of public transport (Bole, 2004; Kozina, 2010). Assuming that
public transport is a service that should be available to everyone, the simplest approach
to exploring transport disadvantaged spaces is the relationship between the space and the
public transport system. Some authors (Murray & Davis, 2001; Hurni, 2007) defined
transport disadvantaged spaces as areas where public transport is unavailable or very
limited. People's mobility can be affected by the fact that public transport is not available
in a given area or runs infrequently, that a person cannot afford transport, that the place
of residence is unfavourable in terms of transport and desired activities, and so on. Public
transport is used by different social groups for different reasons, so this paper is based on
the interrelation between space and the public transport system. Public transport is a
particular problem in rural areas. It is often characterised by lower levels of development,
low frequency, inadequate timetables, distant stops, etc. (Fawcet, 2009; Knowles et al.,
2010). Such problems affect all users of public transport, including young people, with
the problem being particularly evident for rural NEETs. In addition, public transport
problems could lead to a greater need for personal transport, leading to disadvantage and
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exclusion of those unable to drive a car, with young people being particularly vulnerable
(Gasparovic, 2016). Lika is a rural region in the mountainous part of Croatia,
characterised by depopulation and a small population. The methodology of the article is
primarily based on the GIS tools and the spatial analysis of public transport and its
timetables. The research shows that Lika is characterised by a poorly developed and
spatially poorly distributed public transport network. This shows how poorly public
transport connectivity negatively affects young people's daily lives and directly influences
their mobility and accessibility to various life services, which can also be considered
under the broader aspect of the social and economic pillars of sustainability.
References:
Bole, D. (2004). Geography of Public Transport in Ljubljana (in Slovenian: Geografija
javnega potniškega prometa na primeru Ljubljane). Geografski vestnik, 76(2), 21–32.
UDK: 911.375:656.132
Fawcet, P. (2009). Rural Transport - A Guide. Iceni Enterprises Ltd.
Gašparović, S. (2016). Theoretical postulates of transport disadvantage. Hrvatski
geografski glasnik, 78(1), 73–95. https://doi.org/10.21861/HGG.2016.78.01.04
Gasparovic, S., & Prieto-Flores, O. (2021). Editorial: Lessons on Building More
Sustainable Rural Societies: Youth and Mobility. Sustainability, 13(18), 1–4.
https://doi.org/10.3390/su131810370
Hurni, A. (2006). Transport and Social Disadvantage in Western Sydney: A Partnership
Research Project. University of Western Sydney and Western Sydney Community Forum.
Hurni, A. (2007). Marginalised groups in Western Sydney: The Experience of Sole
Parents and Unemployed Young People. In G. Currie, J. Stanley, & J. Stanley (Eds.), No
Way To Go-Transport and Social Disadvantage in Australian Communities, (pp. 10.1–
10.11). Monash University ePress.
Kamruzzaman, Md., & Hine, J. (2011). Participation Index: A Measure to Identify Rural
Transport Disadvantage?. Journal of Transport Geography, 19(4), 882–899.
https://doi.org/10.1016/j.jtrangeo.2010.11.004
Knowles, R., Shaw, J., & Docherty, I. (2010). Transport Geographies: Mobilities, Flows
and Spaces. Wiley-Blackwell.
Kozina, J. (2010). Modelling Spatial Accessibility to Public Transport Stops in Ljubljana
(in Slovenian: Modeliranje prostorske dostopnosti do postajališč javnega potniškega
prometa v Ljubljani). Geografski vestnik, 82(1), 97–107. UDK:
910.1:656.025.2(497.451.1)
Murray, A. T., & Davis, R. (2001). Equity in Regional Service Provision. Journal of
Regional Science, 41(1), 577–600. https://doi.org/10.1111/0022-4146.00233
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THE DIFFERENCES OF EDUCATION IN RURAL AND
URBAN AREAS IN ALBANIA”
Mrs. Suela Ago - “PERLAT REXHEPI” School, Cerkovine, Vlore
Mrs. Mirela Fallanaj - “PERLAT REXHEPI” School, Cerkovine, Vlore
Abstract
Albania has made significant progress in developing a multiparty democracy and open
market economy, evolving from one of the poorest countries in Europe. As part of this
process, Albania has embarked on significant education reforms such as the
decentralization of school governance and the introduction of a competencybased
curriculum. However, a large number of Albanian students continue to leave school
without mastering basic competencies. Equity is also a concern, with continued
disparities in educational opportunities and outcomes according to ethnic background and
geographical region.
Education is an important aspect for the development of our society. Again education has
two different faces in rural and urban education. The learning environments of students
have major impacts on how the students shape their careers, contribute towards the
society and these environments also determines their performances. Urban areas which
are heavily populated faces its own set of challenges when comes to education. What we
want to point out are the motives that influence and orient the pedagogical work, the
different opportunities of urban schools in relation to rural schools, the least
preoccupations for personal life, the tendencies for a higher professional career level and
the real predispositions in developing teaching work methods. Albania has made
significant progress in developing a multi-party democracy and open market economy,
evolving from one of the poorest countries in Europe into an increasingly competitive,
upper-middle income economy. As part of this process, Albania has embarked on
significant education reforms such as the decentralization of school governance and the
introduction of a competency-based curriculum. However, a large number of Albanian
students continue to leave school without mastering basic competencies. Equity is also a
concern, with continued disparities in educational opportunities and outcomes according
to ethnic background and geographical region.
Pedagogy in its treatment of the schools and its problems is more focused on its activity,
always taking into account the knowledge that students need to gain. This is also because
these components or spheres constitute the most pragmatic and fundamental aspects. The
pedagogical aspects and treatments of urban and rural schools are not equal to the
programs deriving from their role. These relations obviously deserve a serious approach,
especially perhaps, in rural schools, we do not say that they are ignored, but the
pedagogical and social factors of development are missing, especially the role of ideas,
values and social norms, which are not only natural but also necessary to function in
school.
Key words: education, rural areas, cultural factors, educational institution.
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Aims:
This paper aims to distinguish the educational aspects in urban and rural areas and ways
to improve and correct any difference between these areas and the structure of the
attitudes and socialpedagogical developments in the city and the village.
Theoretical approach: The position of the school as an educational institution is formed
and developed in relation to the place where it operates, so differences are created in
certain areas of its action, especially when we consider social life, local politics, religion,
environmental tradition, history, and distance from town centers. In fact, the school
becomes quite individualized and its activity is determined by three basic aspects:
dimensions and parameters of life, pedagogical - cultural aspects and social, economic
and traditional aspects of the country. These three elements constitute the global aspects
that make and create the differences between urban and rural schools.
In the pedagogical sense there is no difference between urban and rural schools because
the spirit, program, goals, objectives, functions are unique and must be the same.
Didactics, methodology, pedagogy is the same and the same teaching tools, textbooks,
principles, concepts, ideas, methods and ideas are applied. Thus for pedagogy it is not
meaningless to claim that urban schools are more involved in political, social and
culturalsports life, dominates an emphasized dynamic and they have predispositions for
a more accomplished educational life. They also have facilities for recreation and active
learning. They have halls and sports facilities and other facilities to motivate students in
their learning experience. This conclusion, among other things, is based on concrete
situations.
Methodology:
This paper includes quality techniques that focus on data collection and processing.
The methods used for this study are Collection and interpretation of information
Observations during internships interviews.
Findings:
With this research we have tried to distinguish the main differences between urban and
rural educational system. The place where the school operates plays an important role in
the pedagogical experience, in the expectations and in the success. In this context the
distinction between urban and rural schools is one of the fundamental differences that can
be made in pedagogy and in society. It is a difference, in fact pedagogical in the
functioning of the school especially in education, success and competencies. But this
division is not absolute. These differences are made between vital and local characteristics
aspects, environmental changes, cultural differences and advantages, human resources
and professional capacities and the structure of the attitudes and social-pedagogical
developments in the city and the village.
References:
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https://www.ipl.org/essa y/Rural-Education-VsUrban-EducationF3G8JC5K6C4D6
https://www.reportlinker.com/p04959846/UrbanEducation-The-benefitsof-urban-
education-theargument-fordecentralization-andthe-impact-on-the-localeconomy.html
https://blog.mygov.in/shaping-the-bright-mindsof-tomorrow-educationin-urban-and-
rural/
https://www.oecdilibrary.org/sites/7f73878ben/index.html?itemId=/content/component/
7f73878b-en
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URBAN AND RURAL DISPARITIES OF YOUTH LIVING
IN THE AREA OF VLORE (ALBANIA)
Florian Miti - University “Ismail Qemali”,Vlore, Albania
Abstract
Given the significant disparities from rural to urban settings regarding infrastructure,
access to services, and training opportunities, the focus of this article are 200 responders
of the Youth Satisfaction Survey (2019
23
), coming from the rural areas in the city of Vlore
whose answers have been separated from the other (urban) responders. This approach
closes in this way the lack of official statistic youth data on local level and the existing
gap in the local literature.
The aim of this article is to identify the needs, and assess the awareness of the services
provided to young people by the administrative units in the region of Vlore in Albania.
This can help to identify possible policy interventions and improve governance practices
and services targeting youth living in these localities. Two main issues emerge by this
study: the first is the economic issue, identified by the lack of employment opportunities
and internship programs, and secondly, the lack of social and cultural facilities. Sharp
differences between rural and urban responders are also spotted.
Keywords: youth; rural, inclusion policy; local governance
23
The results in this article reflect the analysis from the Youth Satisfaction Survey (2019), carried out by
the experts of the “Vlora Youth Center”, a local NGO.
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DECISIVE FACTORS FOR NEETS IN EU AREA: A
MODEL FOR PREDICTING NEETs RATES
Muhammet Berigel - Management Information Systems Department, Faculty of
Economic and Administrative Sciences, Karadeniz
Antonella Rocca - Department of Management and Quantitative Studies, University of
Naples Parthenope
Gizem Dilan Boztaş - Digital Transformation Office, Karadeniz Technical University
Gabriela Neagu - Research Institute for Quality of Life, Romanian Academy Bucharest,
Romania.
Keywords: NEETs, Prediction Model
Aims and contextualization
Youth not in employment, nor in Education or Training (NEET) refers to a very diverse
group encompassing youths aged 15 to 34 years old who are unemployed or inactive for
four or more weeks (Eurostat, 2019). NEETs are characterized by a high level of
heterogeneity, and a wide variety of profiles and experiences (Yates & Payne, 2006):
women and men, young people with high education and young people without education
or with a very low level of schooling, young people from different socioeconomic
backgrounds, etc.
Numerous studies have been published since the launch of the NEETs concept, the
majority analyze the characteristics of this category of young people, but a limited number
of them focus on the causes and decisive factors that lead to such a status.
Our article aims to come up with a relevant argument for explaining the factors that
determine the entry of young people in the category of NEETs in the EU area with a focus
on three countries: Italy, Romania, and Turkey. Although very different from a social,
economic, and cultural point of view, the three countries have in common the fact that in
recent years they have faced a significant rate of NEETs: 23.1% in Italy, 20.3% in
Romania, and 32.0% in Turkey while the EU-27 average is 13.1% (Eurostat, 2022).
Identifying and analyzing the factors and characteristics of societies and economies but
also of young people with the NEET status will help us to identify the predictors of this
status and also help those who are able to support the process of socioprofessional
integration of this category of the population.
Theoretical and methodological framework
The various reports at the EU-27 level (Caliendo et al., 2019) place the countries in
different clusters when it comes to the specifics of the NEETs population. Referring to
the three countries included in this study we note that: if Romania’s young NEETs have
a low level of school and vocational training, NEETs from Italy and Turkey have other
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characteristics: high level of discouragement in seeking a job, major professional
responsibilities, etc. These classifications are an important starting point for our analysis.
Some authors (Scherer, 2004; Baranowska & Gebel, 2010; Dietrich, 2012) include in the
category of individual factors the unemployment rate and the employment rate, marital
status, and the number of family members (Susanli, 2016) but also aspects related to
attitude, behavior, shared values young people etc.
In terms of structural factors, the risk of poverty, final consumption expenditure, GDP
growth, etc., has an impact on the NEETs rate. By testing and analyzing a complex of
factors, especially of a structural nature, we aim ”to look beyond the
employment/unemployment dichotomy”(Molina et. al., 2021) when discussing NEET. In
this paper, we aim to analyze the structural factors likely to influence the NEET rate.
This study is based on data from Eurostat databases at the country level for the years
2005-2020 (Eurostat, 2020). There are 16 data for each country in the created data set
(Table 1). The missing values detected in the data pre-processing process were filled with
the interpolation method based on the country they are related to. Equations about the
countries' NEETs ratios were created using the stepwise regression method. Analyzes
were performed using The Statistical Package for the Social Sciences (SPSS) version
26.0.
There are 19 independent and 1 dependent variable in the data set (Table 1). In addition,
all the variables that make up the data set are of continuous data type. Dependent variables
used in the study were determined in line with expert opinion. As factors that at the macro-
level we identified as possible predictors of NEETs, we considered some proxies of the
general country's economic condition, such as the level of unemployment for the whole
population, the tax and contribution rate, the final consumption expenditure, GDP level,
and growth. Other factors attain the country’s level of innovation, such as the number of
patent applications and the household level of internet access. Finally, other indicators
attain to the education system outcomes, such as the share of tertiary educated, the share
of early school leavers, and the share of adults involved in continuous education.
Expected results
In the preliminary analysis (Table 1), we focused on the investigation of the impact of
structural factors. Table 1 presents an overview of the structural factors.
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Table 1 Decisive factors affecting the rate of NEETs in the EU zone
Preliminary results of the analysis reflect the fact that the three countries belong to
different clusters: the characteristics of Italy are closer to those of most EU-28 countries
while Romania and Turkey are located together in another cluster, with different
characteristics than most of the EU countries. Thus, the relevant factors in direct
connection with the increase or decrease of the NEETs rate in Italy are the Total
unemployment rate, referred to as the population aged 15-74 years, assumed as a proxy
of general labor market conditions, and Real per capita GDP. For Romania and Turkey,
the main factors have to do with education, in particular with the variations in the Adults’
participation in continuing education and the Employment rate of recent graduates.
(Table 1)
We observe that in Italy the determining factors are related to the performance of the
economic system, while in Romania and Turkey the performance of the educational
system. The partial results obtained by us in this paper are close to those resulting from
various evaluations conducted by European institutions as we mentioned earlier
(European Commission, 2019).
For future research, we aim to develop this type of analysis to investigate in depth the
relationships between NEETs rate and individual factors: gender, area of residence, etc.
In this way, we aim to complete the modern perspectives of approaching the issue of
NEETs that support the need to include issues related to the level of development of the
country, access to adult education, etc. (Jonsson et al. 2022; Boeren et al. 2020).
References
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Baranowska, A. and Gebel, M. (2010). The determinants of youth temporary
employment in enlarged Europe. European Societies, 12:3, 367-390, DOI:
10.1080/14616690903165434
Boeren, E., Mackie, A., & Riddell, S. (2020). Employability pathways for young adults:
lived experiences of learners and practitioners in Youth Guarantee programs.
International Journal of Lifelong Education, 39(1), pp. 119-131, DOI:
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in light of changes in the world of work. Part 1, Youth Guarantee: intervention models,
sustainability and relevance. European Commission, DirectorateGeneral for
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Jonsson, F., Goicolea, I., Hjelte, J., & Linander, I. (2022), Representing a Fading Welfare
System that Is Failing Young People in ‘NEET’ Situations: a WPR Analysis of Swedish
Youth Policies, Journal of Applied Youth Studies (2022) 5, 75–90.
https://doi.org/10.1007/s43151-022-00071-x.
Molina, O., & Godino, A. (2021), Scars that never heal: dualization and youth
employment policies in Spain from the Great Recession to the Corona crisis, Sociologia
del Lavoro, 159/2021, pp. 111-132, DOI:10.3280/SL2021-159006.
Scherer S. (2004). Stepping-Stones or Traps?: The Consequences of Labour Market Entry
Positions on Future Careers in West Germany, Great Britain and Italy. Work, Employment
and Society. 18(2):369-394. DOI:10.1177/09500172004042774
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Economics and Finance, 4(2), 2016, 42-57 DOI: 10.15604/ejef.2016.04.02.004
Yates, S., & Payne, M. (2006). Not so NEET? A Critique of the Use of ‘NEET’ in Setting
Targets for Interventions with Young People. Journal of Youth Studies, 9(3), 329–344.
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RURAL YOUTHS PARTICIPATION AND
EMPOWERMENT IN AGRICULTURE: WHAT PUBLIC
POLICY OPTIONS FOR AGRICULTURAL TRAINING
AND SUSTAINABILITY IN SUB SAHARAN AFRICA?
Blaise Kome Tardzenyuy, (Ph.D) - Ministry of Youth Affairs & Education, Cameroon.
Pouakone Yaya Sechoutdi, (Ph.D) - Health Economic Policy Research & Evaluation
For Development Results Group, Yaounde, Cameroon.
Guedong Jiogue Gisele Majolie, (Ph.D) - University of Dschang, Cameroon
Abstract
Agricultural training is a crucial phase in agricultural policy implementation as it
determines youth engagement, participation and employment in this sector. It can also
help build resilient communities, stimulate inclusive growth and poverty reduction
(Wallace, 2007; Hartl, 2009; Kome, 2021). However, this largely depends on training
approaches; method, content and duration of agricultural training. Using some selected
public agricultural policies, this paper aims at demonstrating the variations and
challenges of agricultural trainings in developing countries of Africa, Cameroon in
particular. It equally aims at presenting the perspectives for agricultural sustainability and
community development. The programs targeted by this research are AFOP, NCSAPD
and PAIJA programs. The guiding premises are that public agricultural policies
implemented with appropriate Technical and Vocational Training strategies can stimulate
sustained participation of rural youth’s beneficiaries in agriculture and enhance their
school-to-work transition. To ascertain this, we adopted the theory of strategic analysis
initiated by Crozier & Fredberg (1977). We equally associated the Reason Action and
Planned Behavior theories (Ajzen & Fishbein, 1980) that dwells on attitudes and
predicting social behavior and very efficient in understating behavior intentions
(Armitage & Conner, 2001). The research design was both qualitative and quantitative.
In effect, we administered 20 in-depth interviews with beneficiaries, non-beneficiaries
and programs administrative actors. Three (03) FGDs were organized, each with 06
participants. In addition, 170 questionnaires have been administered to 170 purposively
selected youths making a total sample size of 208. The sample frame for the study was
drawn from registered youths beneficiaries, extracted from ministerial communiqués and
admission lists into training centers. Field observations and visits to project sites were
conducted. Concerning the sampling approach, a purposeful sampling was associated to
a snowball technic in the rollout of field activities. Data collected was organized,
interpreted and analyzed. While data from FGDs and interviews was analyzed using the
content analysis, questionnaires were statistically treated in SPSS, all of these following
a sequential model. The results reveal a 54.7 % rate of abandonment, while 45.2 % of
rural youths beneficiaries are still farming. Great variation on levels of engagement is
observed in the various phases of programs implementation. And this is pertaining to
varied training methodologies adopted. As a result, objectives of these agricultural
initiatives are not attended which adversely affects community development. This
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research therefore concludes that a more diversified, flexible and comprehensive
vocational and agro pastoral training is required to equip young men and women with life
skills, entrepreneurship and values of agriprenuership to foster their interest in agriculture
within public policy arena. This would help stimulate employment and livelihoods (World
Bank, 2007; Bennell, 2007; White B., 2012) and reduce rural exodus (Nnadi et al. 2012).
The research acknowledges the opportunity that hardworking men and women in poverty
hit areas of developing countries of Africa can generate jobs, income and wealth for their
families and communities. And that these rural youths including the disabled, forcefully
displaced youths, the migrants, returnees and indigenous disadvantaged minorities have
the power to transform the agricultural sector in SSA. They can also facilitate sustainable
progress for communities and market systems and possess capacities of innovation,
adaptability and energy to spearhead rural development, climate smart agriculture and
drive Agenda 2030.
Keywords: Public Policy, Rural Youths Beneficiaries, Agricultural Training, Youth
Participation, Empowerment, Rural Development.
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Birkland T. (2005). An Introduction to the Policy Process: Theories, Concepts, and
Models of Public Policy Making. second edition, M. E. Sharpe. Bobrow
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evidences from Angolela and Kuyu districts. Journal of Sustainable Development in
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THE IMPACT OF YOUTH GUARANTEE FOR RURAL
NEETS -WHO PARTICIPATES IN PUBLIC
EMPLOYMENT SERVICES AND WITH WHAT EFFECTS?
A STUDY ON ITALY, POLAND, AND ROMANIA
Bianca Buligescu - Research Institute for Quality of Life, National Institute for
Economic Research “Costin C. Kiriţescu”, Romanian Academy
Mateusz Smoter - Institute for Structural Research
Federica Pizzolante - University of Naples Parthenope
Antonella Rocca - University of Naples Parthenope
Gabriela Neagu - Research Institute for Quality of Life, National Institute for Economic
Research “Costin C. Kiriţescu”, Romanian Academy
Keywords: European Union; NEETs; Public Employment Services, Youth Guarantee,
Italy, Poland, Romania
Aims
In all EU countries, the public employment services (PES) have the primary role in
facilitating the labour market integration of young jobseekers as they often serve as an
entrance point to the EU Youth Guarantee (YG) program. Despite efforts through the YG,
not many of them register with PES and benefit from their services. This is the case of
Italy, Romania, and Poland, which in 2021 were the countries with the lowest share of
young NEETs registered.
This paper aims to analyze the profile of young people Not in Education, Employment,
or Training (NEETs) who register with Public Employment Services (PES) and compare
them with those who do not. Through the comparative analysis between the three
countries regarding the registered young NEETs and those that are not included in the
national statistics, we can highlight the extent to which these differences are due to the
PES or the characteristics of the NEETs in the three countries.
Theoretical Approach
From a theoretical point of view, the fundamental concept we need to understand is that
of NEETs. Furlong (2006), Elder (2015), and Eurofound (2016) emphasized that there are
many different definitions of NEETs and that the NEET population is a heterogeneous
group. Given this heterogeneity, the dominant option among specialists (House of
Commons, 2010) is to pursue personalized policies instead of universal policies in this
area. In this paper, we take into account the heterogeneity of NEETs and analyze the
extent to which national YG schemes have taken into account the differences between
young NEETs in constructing the offerings of measures.
Another pillar of this paper is the concept of PES which play a leading role in the YG
implementation. We try to assess the impact of public actions through the YG program
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(Sutherland et al., 2011; European Commission, 2017) on NEETs in three countries (Italy,
Poland, and Romania) and the role of PES in these policies. There are different
perspectives to performing such an analysis. One of these is to focus on policy objectives,
(Nutley et al., 2007), in this case, the increase in the number of NEETs registered in the
three countries in recent years. At the same time, we take into account the fact that NEETs
are a heterogeneous group and that the measures applied by YG are part of a complex
construct, influenced by the national specificity.
We also take into account the spatial context as rural NEETs are more exposed to social
exclusion and social marginalization (Simões et al., 2017). Additionally, for individuals
living in a rural zone, the access to services is limited, from the use of public transport to
job opportunities and recruitment (Sadler et al., 2015).
Methodology
We used European Labour Force microdata for Italy, Poland, and Romania for 2015 –
2020. We included in the sample individuals between 15 and 29 years old from the NEET
group according to the Eurostat definition. To better capture the heterogeneity of this
group, we further divide NEETs into categories suggested by Eurofound (2016) –
conventionally unemployed (short-term, long-term) and economically inactive (due to
family and child care obligations, illness or disability, discouragement, and other reasons).
We performed various logit models with the scope of understanding the characteristics of
young NEETs who register to PES. We control for the sociodemographic characteristics,
labour market status, job-search behaviour, reasons for being jobless, and household
situation. To study the effect of rural on PES registration we will perform an Oaxaca
Blinder decomposition that allows us to account for unobserved characteristics that may
drive the differences between NEETs in urban and rural areas. To our knowledge this is
new in the literature. This approach was taken in a previous study by Rocca, Neagu and
Tosun (2022) who used an Oaxaca Blinder decomposition on educational level.
Moreover, Broschinski and Assmann (2020:2) state that while there is a growing literature
on causes and consequences of youth unemployment since the crisis there is little
literature on PES from an European comparative perspective.
Findings and expected results
Our preliminary research shows that the differences in the registration rates among
NEETs could be attributed to both the PES’ performance and the characteristics of
NEETs. Firstly, we find that while in Italy and Poland PES have wider responsibilities
and a higher level of involvement, in Romania the role of this institution is very limited.
Also, in Romania, the network of which PES should be part in order to fulfill its
responsibilities is missing or is in an incipient phase, in Italy and Poland, PES collaborate
with various institutions to ensure that young people have full information and support
available.
Secondly, in all countries under the analysis, PES find difficulties in reaching out to more
vulnerable individuals as the economically inactive NEETs have a lower probability to
register with public employment agencies than conventionally unemployed NEETs.
Controlling for channels of job search diminishes the effect of NEETS on PES.
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In rural areas, we can see that compared with short-term unemployed, NEETS due to
illness or disability (Italy and Poland) and child care (Italy) are less likely to register with
PES, and discouraged workers surprisingly are more likely to register with PES (Poland).
In Romania, the effect of NEETS categories becomes non-significant once we control for
job search channels.
Our research suggests that effective outreach poses a challenge for youth policy programs.
It requires innovative, proactive outreach strategies and tailored services that could
address their barriers and needs of various subgroups of NEETs.
References
Broschinski Sven & Marie-Luise Assmann (2020). The relevance of public employment
services for the labour market integration of low-qualified young people a cross-European
perspective, European Societies, DOI: 10.1080/14616696.2020.1764998
Elder, S. (2015). What do NEETs mean and why is the concept so easily misinterpreted?.
ILO.
European Commission (2017), European Semester Thematic Factsheet Public
Employment Services (PES), https://ec.europa.eu/info/sites/default/files/european-
semester_thematicfactsheet_public-employment-services_en_0.pdf
European Commission, Directorate-General for Employment, Social Affairs and
Inclusion, Luminita Anghel, L., Report on PES Implementation of the Youth Guarantee:
September 2019, Publications Office, 2019, https://data.europa.eu/doi/10.2767/625047
Eurofound. (2016). Exploring the diversity of NEETs. Publications Office of the
European Union.
https://www.eurofound.europa.eu/sites/default/files/ef_publication/field_ef_
document/ef1602en.pdf
Furlong, A. (2006). Not a very NEET solution: representing problematic labor market
transitions among early school-leavers. Work, employment and society, 20(3), 553569.
House of Commons. (2010). Young people not in education, employment or training:
Government response to the Children, Schools and Families Committee's eighth report of
session 2009-10. Databases European Labour Force 2015-2020
Nutley, S. M., Walter, I., & Davies, H. T. (2007). Using evidence: How research can
inform public services. Policy Press.
Rocca, A., Neagu, G., Tosun, J. (2022). School to work transition of NEETS: A
comparative Analysis of European Countries, Youth and Society, 54(2S), 132S-152S
Sutherland, W. J., Goulson, D., Potts, S. G., & Dicks, L. V. (2011). Quantifying the impact
and relevance of scientific research. PloS one , 6(11).
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IDENTIFYING THE EFFECTIVE WAYS TO IMPROVE
THE UNIVERSITY –BUSINESS COLLABORATION IN
TOURISM SECTOR FOR LONG TERM YOUTH
EMPLOYABILITY AND SUSTAINABILITY.
Dr. Lorena Serjanaj (Alikaj) - Research Centre of Faculty of Economy, University of
Vlora “Ismail Qemali”
Msc. Lorjana Doga - Finance Department, Marina Bay Ltd
As Albania aspires to join the EU, it needs to increase regional co-operation to promote
innovation.
Stimulating innovation in industry is seen as a necessity to boost economic growth.
Albanian policymakers seek to stimulate universities to become more entrepreneurial by
engaging more actively with the tourism sector. In the current context of pressure on
higher education institutions to place more importance on economic and social needs,
cooperation with the Hospitality and Tourism industry is seen as one of the most efficient
ways through which the university can support the regional and national economy. As a
result, the purpose of this paper is to bridge the gap between the innovation needs of the
tourism industry and the university supply, in terms of human and technological
resources, creating real cooperation agreements between them, to ensure employment and
long-term economic sustainability. To achieve the purpose of the study, secondary data
were used and analysed, deriving descriptive statistics of the variables in the study. The
results shown that the selection of the right method should be supported not only
financially by the Government but the appropriate strategies should be undertaken for
awarding individual researcher prizes in these initiatives.
Keywords: University-Industry collaboration, tourism sector, youth employability,
economic growth.
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RURAL ECONOMIC RESILIENCE AND THE FUTURE
RURAL LIVELIHOOD DREAMS OF IRELAND’S YOUTH
Aisling Murtagh - Rural Studies Centre, Discipline of Geography, National University
of Ireland, Galway
Maura Farrell - Rural Studies Centre, Discipline of Geography, National University of
Ireland, Galway
Tuomas Kuhmonen - Finland Futures Research Centre, University of Turku, Finland,
Louise Weir - Rural Studies Centre, Discipline of Geography, National University of
Ireland, Galway
Keywords: Youth futures; rural livelihoods; resilience; farming profession
Aims
Focused on generational renewal, this paper presents the ideal livelihoods young people
envision for themselves in a rural area. In doing so, it ascertains what facilitates young
people to stay in rural areas, or what motivates them to return once they have moved
away. The research context explored is the dream future livelihoods of youth who want
to live in rural areas of Ireland. Further to this, the paper will use rural economic resilience
as a lens to examine the implications of the livelihood dreams of youth on rural economic
resilience.
Theoretical approach
Rural economic resilience is used here as a normative analysis framework to examine
how the future youth livelihood dreams support or indeed hinder this process. Rural
economic resilience can be associated with diversification of the rural economy and the
presence of multifunctionality (Wilson, 2010; Steiner and Atterton, 2015; Li, 2022).
Fundamental to resilience of any kind is a focus on the interconnections between
environment and society with the economy, including the sustainable use of
environmental resources (Wilson, 2010; Scott, 2013; Maclean et al., 2014). This paper
will also further explore the meaning of rural economic resilience.
Methodology
Capturing the perspective of youth, future studies provides an avenue to explore the
necessary conditions to retain youth in and attract youth to rural areas. This paper uses
the futures method developed by Kuhmonen et al. (2016) to understand the ideal or
‘dream’ future of youth. The personal dream future was explored in relation to livelihood,
but also accommodation and lifestyle. The obstacles to the dreams are also examined. As
part of the Horizon 2020 RURALIZATION project, data was collected in 2020 and
participants were asked to look 15 years ahead to 2035. A questionnaire was administered
online targeting youth aged 18 to 30. To reflect different rural regions, the data was
collected in two region types based on the urban-rural typology - one predominantly rural
region (Western region) and one intermediate region (Mid-East region). Two stakeholder
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workshops were also conducted to assess the measures and actors needed to realise the
dreams. The livelihood results are focused on in this paper, however the analysis also
draws on the wider findings. The dimensions are interlinked. For example, aspects of the
livelihood are also linked to realising the accommodation and lifestyle dreams (e.g. salary,
work-life balance, remote working).
Findings
Existing knowledge indicates the attractiveness of the farming profession is an issue
impacting the levels of young people becoming farmers. Particular aspects highlighted
are the relatively low income, labour intensity and social status of the profession (Access
to Land Network, 2018; Regidor, 2012). However a different narrative also exists with
research showing positive features of the profession such as independence and working
in a natural environment, with demand among some new entrants driven to get ‘back to
the land’ (Dolci, and Perrin, 2018; EIP-AGRI, 2016; Wilbur, 2014). The preliminary
findings emerging from this research also show that the future rural dreams of youth can
be linked positively to farm livelihoods and interest in farming is linked to the intention
to be a rural dweller. However, significant obstacles stand in the way of this dream,
notably issues related to farm viability.
A lack of rural jobs is emphasised in research examining drivers of youth outmigration.
Other aspects of the rural job market impacting youth intentions to migrate are the sectors
rural jobs exist in and the quality of rural jobs (Bjarnasona and Thorlindsson, 2006;
García-Arias et al., 2021). For example, a lack of interest in working in the primary sector
and a view that occupational opportunities are stronger elsewhere are identified as
predicting an intention to migrate (Bjarnasona and Thorlindsson, 2006). More broadly in
relation to rural jobs, the initial findings on the future livelihood dreams of youth show a
presence of entrepreneurship and remote work, yet still a relatively narrow range of
professions are imagined as part of the future dreams. This raises questions around how
the dreams support resilience based on a diversified economy. In addition to this, some
of the personal futures show uncertainty around the future career path. More broadly,
these findings raise questions around the nature of career ambitions and the scope for
measures that support the broadening of livelihood horizons and ambitions of young
people in rural areas.
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SECONDARY SCHOOL STUDENTS’ ATTITUDES AND
ASPIRATIONS TOWARD STEM FIELDS IN RELATION
TO THE SUPPORT THROUGH THE MENTORING
EXPERIENCE WITH STEM STUDENT MENTORS
Liena Hačatrjana - University of Latvia
Tereza Javornicky Brumovská - Faculty of Humanities, Charles University, Prague
State of the art and rationale of the project
The ‘swing away’ from the STEM (science, technologies, engineering and mathematics)
field has been observed in society and literature in the Western context since the 1960s
(Osborne, Simon and Collins, 2003; ROSE Report, 2010). Only a small proportion of
high-school students aspire to become a scientist (Archer & DeWitt, 2017). Multiple
factors can impact this: the prevalence of stereotypical social views of science and
scientists, experience with STEM subjects, and more importantly, science capital (Archer
& DeWitt, 2017; Archer et al., 2015). A concept of science capital (Archer et al., 2015)
has shown that children’s backgrounds such as class, gender and race impact crucially on
children’s STEM aspirations (Aschbacher, Ing & Tsai, 2014; Archer & DeWitt, 2017;
Mujtaba, Sheldrake & Reiss, 2020), and young people from rural areas may perceive
more obstacles to obtain STEM education. On the contrary, persons with a family
background or acquaintances in STEM professions, or experiences with STEM themes
are more likely to choose the field. The possible issues with choosing STEM education
and attitudes towards science are a matter of concern (Osborne et al., 2003; Archer and
DeWitt, 2017) for several reasons:
- The standards of achievement and competitiveness of western societies are based on the
technological advancements developed by highly educated and adaptable professionals.
Nevertheless, the high demand for STEM (Science, Technology, Engineering and
Mathematics) related professionals in the EU context contrasts with a low percentage of
students choosing this field for optional exams, future studies and professions (Cabinet
of Ministers Republic of Latvia, 2021; CSB, 2022; OECD, 2019). This fact poses a severe
threat to economic growth and prosperity in the future as the increasing dependence on
highly-sophisticated technology requires professionals with high scientific and
technological competence.
- Scientific literacy among the general public is an essential aspect of today's post-modern
post-factual westernised societies. It is necessary for the EU's prosperity and democracy
that the public is informed and literate by receiving information on STEM advancements
and their impact on the EU's societies and their growth and well-being (European
Commission, 2015; Science Foundation Ireland, 2016; Thomas & Durant, 1987).
- By increasing science capital among young people with an intrinsic interest in STEM
subjects and empowering them to choose STEM studies and careers, the educational
system and access to its resources is distributed more equally.
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Comparative research has shown discrepancies in students’ skills when rural and urban
areas are compared (c.f. PISA study, OECD, 2017). There are also significant differences
in the results of exams and standardised tests (Krasnopjorovs, 2017), which are lower in
smaller cities and rural areas, and also related to the school type and size. Thus, rural
youths might be disadvantaged in their level of science capital and further access to
STEM education despite their potentially unused intrinsic interest in the STEM fields.
The science education interventions aim to promote access to STEM education and
careers, support children's and young people's growth of science capital, empowerment
of STEM identities, and improve current STEM literacy. The rural youth’s involvement
in STEM educational interventions has been studied with a focus on economically
disadvantaged regions (Ihrig et al., 2017), and mostly on talented (or gifted) students
(Morris et al., 2021). The STEM interventions should be implemented with a youth-
centred approach, empowering young people while enhancing their intrinsic motivation
in STEM subjects and aspirations, and fostering their science capital.
The main questions to be answered during the planned project:
- Can secondary school students' aspirations and attitudes towards STEM be impacted by
the mentoring program with STEM field students from higher-education institutions?
- What are the perceived benefits of participation in the STEM mentoring program (for
both the mentees and mentors)?
- How does this participation experience in the STEM mentoring programme enhance the
transversal skills of the higher education students that participate as mentors?
Methodology
To address the issues with interest in STEM education and apply adequate targeted
response, it needs to be based on the evidence from the primary research. The presented
project will have several steps:
- Screening the rural young people’s perceptions of a scientist;
- Designing and piloting a STEM mentoring intervention with a youth-centred
participatory approach and active inclusion of young people (Lundy, 2007). The young
people’s science capital will be enhanced by focused individual interactions with mentors
from the STEM field, that is, with an important more experienced older adults sharing the
same interests and guiding them with their advanced STEM experiences in a regular
collaboration over the course of one semester;
- Evaluating the pilot intervention: participants’ experiences and perceived benefits;
- Designing a STEM mentoring intervention ToolBox for future implementation;
- Disseminating the results of the project to professionals, lay public and policymakers,
co-created with the project’s participants; also adding to the academic discussion on
children's science capital.
Expected results and outputs
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The project aims at several levels of impact: 1) on the policy level, to help decrease
inequality of students in rural areas by increasing their participation in STEM higher
education; 2) on the practice level, to design, pilot and evaluate an evidence-based youth-
initiated mentoring programme with a participatory approach, 3) on the research level, to
investigate the STEM attitudes among young people and track the impacts of the pilot
mentoring intervention. Planned deliverables:
- The ToolBox and implementation strategy, designed and co-created with the project’s
participants and partner organisations, for future implementation in rural areas in Latvia
and the Czech Republic.
- A project report for professionals with conclusions and recommendations for STEM
education practices.
- A policy report with recommendations for involvement in STEM education and further
steps in the implementation of a STEM mentoring program.
References
Archer, L., Dawson, E., DeWitt, J., Seakins, A. and Wong, B. (2015), “Science capital”:
A conceptual, methodological, and empirical argument for extending bourdieusian
notions of capital beyond the arts. J Res Sci Teach, 52: 922-948.
https://doi.org/10.1002/tea.21227
Archer, L., & DeWitt, J. (2017). Understanding Young People’s Science Aspirations :
How students form ideas about “becoming a scientist” (1st Ed.). Routledge.
https://doi.org/https://doi.org/10.4324/9781315761077
Aschbacher, P.R., Ing, M. & Tsai, S.M. Is Science Me? Exploring Middle School
Students’ STE-M Career Aspirations. J Sci Educ Technol 23, 735–743 (2014).
https://doi.org/10.1007/s10956-014-9504-x
Cabinet of Ministers Republic of Latvia (2021). Izglītības attīstības pamatnostādnes
2021.-2027.gadam. [Guidelines for the development of education for 2021-2027, Rules
Nr.436]. Available online at: www.likumi.lv
Central Statistical Bureau (2022). Galvenie statistikas rādītāji. Latvija 2022 [Key
statistics. Latvia 2022]. Available online at:
https://admin.stat.gov.lv/system/files/publication/2022-05/Nr_02_Latvija_Galvenie_stat
istikas_raditaji_2022_%2822_00%29_LV_0.pdf
European Commission. (2015). Science education for responsible citizenship.
https://op.europa.eu/en/publication-detail?p_p_id=publicationDetailsActions_Publicatio
nDetailsActionsPortlet_INSTANCE_P7Lc96wTRLvv&p_p_lifecycle=1&p_p_state=ex
clusive&_publicationDetailsActions_PublicationDetailsActionsPortlet_INSTANCE_P7
Lc96wTRLvv_javax
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Idris, M., Hussain, S., & Nasir, A. (2020). Relationship between Parents’ Education and
their children’s Academic Achievement. Journal of Arts and Social Sciences VII: 82–92.
https://doi.org/10.46662/jass-vol7-iss2-2020(82-92)
Krasnopjorovs, I. (2017). Kāpēc mācību sasniegumi dažādās Latvijas skolās ir tik
atšķirīgi? [Why are learning achievements so different in different schools in Latvia?]
Latvijas Banka [Bank of Latvia], 3/2017.
Mujtaba, T., Sheldrake R., Reiss, M. J. (2020) Reducing inequalities in chemistry
aspirations and attitudes. Findings from the Chemistry for All research and evaluation
programme. UCL Institute of Education, University College London
OECD (2019). OECD Skills Strategy Latvia: Assessment and Recommendations. OECD
Skills Studies, OECD Publishing, Paris, https://doi.org/10.1787/74fe3bf8-en.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the
literature and its implications. International Journal of Science Education, 25(9), 1049–
1079. https://doi.org/10.1080/0950069032000032199
Science Foundation Ireland. (2020). SFI Science in Ireland Barometer 2020.
https://www.sfi.ie/engagement/barometer/SFI-Science-in-Ireland-Barometer-2020-Rese
arch-Report.pdf
Schreiner, C., & Sjøberg, S. (2010). The ROSE project An overview and key findings.
University of Oslo, March, 1-31,
http://www.uv.uio.no/ils/english/research/projects/rose/publications/the-rose-project.pdf
Thomas, G., & Durant, J. (1987). Why should we promote the public understanding of
science? Scientific Literacy Papers, Summer, 1–14.
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CLUSTERING NEETS AND PROVIDING SPECIFIC
SERVICES IN ITALY AND PORTUGAL
Federica Pizzolante
Ana Santos
Aims
The aim of this project is to identify different types of NEET in Italy and Portugal and the
specific actions to improve their conditions.
Subaims
- To profile different types of NEET: woman, rural, urban, migrant, low educated, those
involved in informal work.
- To propose training activities for NEET in order to make them aware of their rights (law,
labour, social, personal) and develop new skills.
- To offer through Public Employment Services (PES) personalized services based on
profile identifications.
Theoretical approach
According to European Pillar of Social Rights “Everyone has the right to quality and
inclusive education, training and life-long learning in order to maintain and acquire skills
that enable them to participate fully in society and manage successfully transitions in the
labour market”. Furthermore, everybody needs active support to employment “Everyone
has the right to timely and tailor-made assistance to improve employment or self-
employment prospects. This includes the right to receive support for job search, training
and re-qualification. Everyone has the right to transfer social protection and training
entitlements during professional transitions”.
Despite the progress made since the implementation of Youth Guarantees policies, many
young people aren’t well represented in labour sector. Increased efforts are needed to
support young people who are furthest away from the labour market, particularly low-
skilled and disadvantaged. In this group it is possible to consider or identify young people
that are not formally employed, educated or in training as NEET. Indeed, a long-term
NEET status produces severe consequences on a region or a country economy.
The characteristics of NEET population are very diverse and therefore the approach to
reach out and engage with them varies among and within EU Member States. It is possible
to identify some categories:
. Inactive;
. Unemployed.
Furthermore, there are some particular personal characteristics predisposing to a NEET
status (e.g. woman, migrants, those living in rural areas).
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In 2017, the European Court of Auditors Report suggested that each Member State needed
to establish appropriate outreach strategies in order to identify NEET population and to
register them (Effective outreach to NEETs, Santos-Brien 2018).
To integrate all NEET categories into the labour sector, personalized strategies for each
of them may be needed. For example, in recent year, informality trends decrease in many
European Countries, however it still represents one important social problem. Shadow
economies have contracted across much of Europe since the global financial crisis, when
they touched their peak. Nevertheless, this phenomena remains, on average, about 15–
20% of GDP in Advanced Economies and around 30-35% in Emerging Economies (IMF
Working Papers, Kelmanson et al 2019).
Sometimes, it is possible that young people can be identify as NEET, but they may work
under informal labour conditions that, get worse the economy (Schneider and Buehn,
2012) and social situation (Porta and Shleifer, 2008; Dabla-Norris, Gradstein and
Inchauste, 2008) and may alter national statistics data. Another example can be found
with youth migrant that may not be reached by institutions (Menjívar, C. & Perreira, K.
(2019).
It is difficult to arrive at an overall comprehensive assessment of the impact of NEET in
shadow economy and in economic growth and development.
Probably, NEET don’t consider that situation as a social and personal problem. One of
the first steps is to implement the awareness of NEET labour and social rights.
In this sense PES take a leading role with the aim of matching demand with supply of
jobs. However, in many countries NEET face different problems that can limit their work,
so local authorities, youth agencies and other forms of youth oriented social work at local
level can also be part of this process.
Methodology
Through PES and other institutions it will be possible to identify NEET population (based
on agreements).
First step will be the identification of a representative sample (1000 units, for now)
extracted by PES. Then, an internatinal survey will be submited to them in order to
identify the differences in NEET profile and their different needs. After clusterize the
NEET throught quantitative analysis (Cluster analysis), will be created focus groups with
a subsample of each category with the aim to implement a qualitative analysis in order to
better classify their needs. Succesively, the results of boths analysis will allow us to
develop best or differents solutions. For example, with the collaboration of PES or
different specialized stakeholders, it will be possible to organize traininig to make them
awareness of their problem, to propose educational courses concerning soft skills, green
skills and ICT skills issuing professional certificates. For the methodology part, it is
expected:
· To create an international survey;
· To organize focus groups;
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· To collect data;
· To implement qualitative and quantitative research, in order to create a statical model to
be applied to other countries;
· To cluster different types of NEET (cluster analysis);
· To create a compositor indicator to measure the vulnerabilty degree with the objective
to develop a tool that can be applied in schools to identify students at risk of becoming
NEET (quantitative model).
Findings
Regarding the impact and sustainability of the project, it is expected, in short term:
▪ To increase awareness of NEETS about their labour rights by developing specific
information, education and communication materials.
▪ To support PES to reach this target group;
▪ To support institutions that work on labour market at local, regional or national
level)
In long term, it is expected:
• To improve PES service offers;
• To improve PES reputation;
• To reinforce the relationship between PES and NEET;
• To improve NEET employability;
• To increase NEET quality of life and their self-confidence.
Regarding informal work:
▪ To contribute to achieve Sustainable Development Goals in reducing the incidence
of fatal and non-fatal work-related accidents and diseases in informal work:
▪ To have economic impact on fiscal issue and on local GDP (Gross Domestic
Product).
References
Dabla-Norris, E., Gradstein, M., & Inchauste, G. (2008). What causes firms to hide
output? The determinants of informality. Journal of development Economics, 85(1), pp.
1–27
European Commission (2017). European Pillar of Social Rights. Available at:
https://ec.europa.eu/info/sites/default/files/social-summit-european-pillar-socialrights-
booklet_en.pdf
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Kelmanson, B., Kirabaeva, K., Medina, L. & Weiss, J. (2019). Explaining the Shadow
Economy in Europe: Size, Causes and Policy Options, International
Monetary Fund Available at: https://doi.org/10.5089/9781513520698.001
Menjívar, C. & Perreira, K. (2019). Undocumented and unaccompanied: children of
migration in the European Union and the United States, Journal of Ethnic and Migration
Studies, 45:2, 197-217, Available at:
https://www.tandfonline.com/doi/full/10.1080/1369183X.2017.1404255
Porta, R. L., & Shleifer, A. (2008). The Unofficial Economy and Economic Development,
Brookings Papers on Economic Activity, Economic Studies
Program. Brookings Institution Press, Vol. 2008, pp. 275-352. Available at:
https://www.nber.org/system/files/working_papers/w14520/w14520.pdf
Santos-Brien, R. (2018). Effective outreach to NEETs: Experience from the ground.
Luxembourg: Publications Office of the European Union, Available at:
http://www.europa.eu
Schneider, F., & Buehn, A. (2012). Shadow Economies in highly developed OECD
countries: What are the driving forces?. IZA Discussion Papers, No. 6891, Institute for
the Study of Labor (IZA). Available at:http://hdl.handle.net/10419/67170
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U-AGRIHUB : CREATION OF YOUTH INNOVATION
PARTICIPATORY HUBS TO SUPPORT SMART
AGRICULTURE
Adriano Mauro Ellena - Università Cattolica del Sacro Cuore di Milano, Italy,
CERISVICO Centre for Research in Community Development and Organisational
Quality Life – Università Cattolica del Sacro Cuore di Brescia, Italy
Luziana Hoxha - Agricultural University of Tirana, Albania
Florian Miti - University of Vlore ‘Ismail Qemali’, Albania
Theoretical approach, aims and methodology
In rural areas there is an increasing impoverishment of social and economic capital.
Some research highlights the alarming depopulation of rural areas (Quaranta et al., 2020).
Ageing of the population in the Western European countries and in Eastern countries the
exodus from rural to urban areas and moreover, migration abroad – notably of young
people and women – risks to lead to a general impoverishment of rural areas. It is evident
how a stay in rural areas can favor the entry of young people into the NEET condition
and, at the same time, once they have entered, hinder their exit due to the very few
alternatives to moving to the city existing in the area. Therefore, rural NEETs are more
likely to be socially excluded, they are often involved in family demands, with or without
income, and this is especially the case for females (Simões et al., 2017). The rural context
tends to hinder and not allow the development of lifestyles more typical of urban areas,
as it simply does not present the opportunities to do so. In these areas, school
achievements are limited and are accompanied by a clearer dissonance between
aspirations and actual qualifications. In addition, these young people are more likely to
create a dependency on their family of origin, and to perpetuate a condition of poverty. In
this context two important needs arises: On the one hand, the youth as human capital that
seeks opportunities to express its potential and, on the other hand, rural areas with their
under-exploited territories and assets.
The importance of youth engagement in agriculture is internationally recognized, and it
is why the present project aims to create a participatory hub of innovation in smart
agriculture where young people can exchange knowledge, increase self-
entrepreneurship and innovative skills in smart agriculture by actively participating in the
process of economic, technical, and social development of rural communities. The
methodology used will be Participatory Action Research (PAR) thus enabling on the one
hand the creation of a network of stakeholders (including municipalities, schools,
universities and major youth associations and agricultural cooperatives), and on the other
hand the active involvement of young people of these rural areas in the research process
and co-construction of outcomes.
Main specific objectives
- Building partnerships with stakeholders.
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- Mapping the territory.
- Assessing the profile of rural youth.
- Organize events concerning the communication of the project idea to engage rural youth
in collaboration with important stakeholders and youth.
- Engage interested youth in participatory activities to understand needs and desires.
- Engage youth in participatory activities to build up ideas and start up.
- Modern training to increase self entrepreneurship, digital skills and smart agriculture
and food processing.
Involved countries
Albania: In Albania youth population represent 23.5% of the country official population
(Memia et al., 2020). The level of entrepreneurship in Albania is generally considered to
be low. Albania yet faces major challenges regarding provision of safe and productive
employment for different disadvantaged groups, including woman and rural youth. The
country has seen a notable decrease of employment in agriculture, mostly from the
migration of part of the rural population toward towns and cities. While urbanization in
Albania will continue, it is necessary to find innovative ways to involve and increase
participation of young people of rural areas in create an effective framework to enable an
active agriculture labor market. Albania government and educational institutions have
more than 2 decades struggling to provide inclusion opportunities for youth.
Bosnia & Herzegovina: Bosnia and Herzegovina is one of the most rural European
countries with more than 50% of households situated in rural areas. The complex political
situation alongside a very complicated institutional set-up continues to be a major burden
for more progressive and intensive economic growth within the country. The negative
trend of “brain drain” has been present ever since the 1990s, because of the war, but the
second wave began almost ten years ago, whereby tens of thousands of the working-age
population have left the country (Vracic, 2018; Čičić et al., 2019). Apart from out-
migration, the rural-to-urban movements (de-ruralisation) within the country also
continue. This threatens the biological sustainability of the countryside that had not been
affected by forced migration during the war.
Italy: a return to the land is underway in Italy with more than 56 thousand of the under-
35s leading agricultural enterprises, a record at the EU level with an extraordinary
increase of +12% in the last five years (Coldiretti, 2019). In Italy there are more than 548
thousand companies led by under 35s in all productive sectors, from commerce to
manufacturing, from clothing to services with the agricultural sector boasting more than
10 percent of young people doing business and creating jobs. A presence that has in fact
revolutionized the field where 7 out of 10 under-35 companies operate in activities
ranging from the farm processing of products to direct sales, educational farms,
recreational activities, and social agriculture. Thus, this country partner can stand as a
best practitioner in the field. Therefore, the project can also be a good opportunity to
involve Italian rural NEETs in the agricultural field.
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Expected results
Some of expected results of this project are creation of alternative communication
pathways among youth and stakeholders in agricultural sector; may brought back the love
and innovation in agricultural sciences and farming through the active participation of
young people, while keeping the tradition, and the unique potential that may offer specific
territories, products and people, and an overall promotion of agriculture as a viable career
option, influencing and shaping their perceptions and behavior towards agriculture. May
be expected that this project will significantly contribute towards efforts relating to food
security, employment generation, community development, development communication
or anyone whose work involves active community engagements. We hope that
implementation of this project will contribute significantly in keeping the passion to
young generation for agriculture and create impacts in rural communities.
References
Čičić, M., Trifković, M., Husić-Mehmedović, M., Efendić, A., Turulja, L. and
Emirhafizović, M. (2019). Emigration study BOSNIA AND HERZEGOVINA. Special
Editions. Volume CLXXXII. Sarajevo: Academy of Sciences and Arts of Bosnia and
Herzegovina.
Memia, A., Sopoti, R., Selamaj, M. (2020). Youth (un)employment in Albania: An
analysis of NEET and vulnerable youth. Partners Albania for change and development.
Available at: https://partnersalbania.org/wp-content/uploads/2020/11/An-analysis-of-
NEET-and-vulnerable-youth-Baselinestudy_web.pdf
Quaranta, G., Salvia, R., Salvati, L., Paola, V. D., Coluzzi, R., Imbrenda, V., &
Simoniello, T. (2020). Long‐term impacts of grazing management on land degradation in
a rural community of Southern Italy: Depopulation matters. Land Degradation &
Development, 31(16), 2379-2394.
Simões, F., Meneses, A., Luís, R., & Drumonde, R. (2017). NEETs in a rural region of
Southern Europe: Perceived self-efficacy, perceived barriers, educational expectations,
and vocational expectations. Journal of Youth Studies, 20(9), 11091126.
Vračić, A. (2018). The way back: brain drain and prosperity in the Western Balkans.
European Council on Foreign Relations.
Important links
Codiretti (2020), Indagine Coldiretti su Dati Infocamere, available at
https://giovanimpresa.coldiretti.it/notizie/attualita/pub/giovani-agricoltori-con-12-
neicampi-litalia-leader-in-ue/
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IDENTIFYING THE EFFECTIVE WAYS TO IMPROVE
THE UNIVERSITY –BUSINESS COLLABORATION IN
TOURISM SECTOR FOR LONG TERM YOUTH
EMPLOYABILITY AND SUSTAINABILITY.
Dr. Lorena Serjanaj (Alikaj) - Scientific Research Centre of Faculty of Economy,
University of Vlora “Ismail Qemali
Msc. Lorjana Doga - Finance Department, Marina Bay Ltd
As Albania aspires to join the EU, it needs to increase regional co-operation to promote
innovation.
Stimulating innovation in industry is seen as a necessity to boost economic growth.
Albanian policymakers seek to stimulate universities to become more entrepreneurial by
engaging more actively with the tourism sector. In the current context of pressure on
higher education institutions to place more importance on economic and social needs,
cooperation with the Hospitality and Tourism industry is seen as one of the most efficient
ways through which the university can support the regional and national economy. As a
result, the purpose of this paper is to bridge the gap between the innovation needs of the
tourism industry and the university supply, in terms of human and technological
resources, creating real cooperation agreements between them, to ensure employment and
long-term economic sustainability. To achieve the purpose of the study, secondary data
were used and analysed, deriving descriptive statistics of the variables in the study. The
results shown that the selection of the right method should be supported not only
financially by the Government but the appropriate strategies should be undertaken for
awarding individual researcher prizes in these initiatives.
Keywords: University-Industry collaboration, tourism sector, youth employability,
economic growth.
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SCIENTIFIC COMITEE
Adriano Mauro Ellena (adrianomauro.ellena@unicatt.it)
Alen Mujcinovic (a.mujcinovic@ppf.unsa.ba)
Claudia Petrescu (claupetrescu@gmail.com)
Daniela Marzana (daniela.marzana@unicatt.it)
Elena Marta (elena.marta@unicatt.it)
Emre Erdogan (emre.erdogan@bilgi.edu.tr)
Francisco Simões (francisco.simoes@iscte-iul.pt)
Maria Fernandes-Jesus (m.fernandesjesus@yorksj.ac.uk)
Mariano Soler Porta (mariano.soler@uma.es)
Òscar Prieto-Flores (oscar.prieto@udg.edu)
Paul Flynn (paul.flynn@nuigalway.ie)
Slaven Gasparovic (slaveng@geog.pmf.hr)
Štefan Bojnec (stefan.bojnec@siol.net)
Tatiana Ferreira (tatiana.mjferreira@gmail.com)
Vladislava Lendzhova (vlendzhova@swu.bg)
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SESSIONS MODERATORS
Antonella Rocca (antonella.rocca@uniparthenope.it)
Claudia Petrescu (claupetrescu@gmail.com)
Emre Erdogan (emre.erdogan@bilgi.edu.tr)
Liena Hacatrjana (liena.hacatrjana@lu.lv)
Maria Manuel Vieira (mmfonseca@ics.ulisboa.pt)
Mirela Tase (mirelatase@hotmail.com)
Muhammet Berigel (mberigel@hotmail.com)
Òscar Prieto-Flores (oscar.prieto@udg.edu)
Paul Flynn (paul.flynn@nuigalway.ie)
Pinar Uyan-Semerci (pinar.uyan@bilgi.edu.tr)
Slaven Gasparovic (slaveng@geog.pmf.hr)
Vladislava Lendzhova (vlendzhova@swu.bg)
Yasar Selman Gültekin Gültekin (selmangultekin@duzce.edu.tr)
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Funded by European Union
LIST OF PAPERS (By tittle alphabetic order)
A GOOD OPPORTUNITY FOR YOUTH ENTREPRENEURSHIP IN THE SOUTHERN
REGION OF ALBANIA IS ECOTOURISM - Bitila Zhuli , Zamira Veizi (tilazhuli@yahoo.com)
A SOCIOLOGICAL ANALYSIS ON THE CHALLENGES OF EMPLOYMENT AND
INTEGRATION OF ALBANIAN STUDENTS BELONGING TO RURAL AREAS. - Juljana
Laze (julilaze@gmail.com)
ABANDONMENT OF SCHOOLS IN RURAL AREAS - Orjeta Balaj
(orietabalaj84@gmail.com)
AN OVERVIEW OF CREATIVE AND CULTURAL INDUSTRIES IN ALBANIA: A SOCIAL
COST BENEFIT ANALYSIS WITH SPECIAL FOCUS IN YOUTH ARTISTS. - Dr. Lorena
Serjanaj , Dr. Klaudja Guga , Dr.Ilira Pulaj , Msc. Rezart Guga (lorenaalikaj@yahoo.com)
AN OVERVIEW OF THE IMPACT OF THE COVID-19 PANDEMIC ON RURAL TOURISM
AND YOUTH EMPLOYMENT IN ALBANIA - Mirela Tase (mirelatase@hotmail.com)
ANALYSIS OF THE AVAILABILITY OF PUBLIC EMPLOYMENT SERVICES FOR RURAL
YOUTH: A CASE STUDY IN CATALONIA - Omeed Agahi (omeed.agahi@udg.edu)
BECOMING NEET IN EASTERN EUROPE - Emese Vita (emesevita1@gmail.com)
CHALLENGES AND OPPORTUNITIES ASSOCIATED WITH RURAL DEVELOPMENT –
ROLE OF YOUTH IN TRANSFORMING RURAL AREAS - Alen Mujčinović , Štefan Bojnec
(a.mujcinovic@ppf.unsa.ba)
COMMUNITY, PARTICIPATION AND RURAL DEVELOPMENT: FLAVORS AND
TRADITIONS IN GUARDA - Rosa Branca Tracana , Ana Lopes (rtracana@ipg.pt)
DECISIVE FACTORS FOR NEETS IN EU AREA: A MODEL FOR PREDICTING NEETS
RATES - Muhammet Berigel , Antonella Rocca , Gizem Dilan Boztaş , Gabriela Neagu
(mberigel@hotmail.com)
DESIGNING VOCATIONAL TRAINING POLICIES FOR THE NEXT TEN YEARS IN AN
OUTERMOST EUROPEAN REGION: HIGHLIGHTS FROM A PARTICIPATORY PROCESS
- Leonor Bettencourt , Francisco Simões , Bernardo Fernandes , Joana Fonseca
(leonor.bettencourt@iscte-iul.pt)
DEVELOPMENT TRENDS OF AGRICULTURE SECTOR AND SUBSECTORS IN
ALBANIA. PROSPECTS OF RURAL YOUTH - Dorjan Marku (dorjanmarku@gmail.com)
DIGITAL DIVIDE AND DIGITAL TRANSFORMATION AS AN OPPORTUNITY FOR THE
RURAL AREAS - Anđelka Stojanović , Ivan Mihajlović (anstojanovic@tfbor.bg.ac.rs)
DIGITAL LITERACY, ACCESSIBILITY AND CONNECTIVITY IN RURAL AREAS: THE
CASE OF YOUNG PEOPLE IN ITALY, PORTUGAL AND SPAIN - Tatiana Ferreira , Adriano
Mauro Ellena , Mariano Soler-Porta (msoler@uma.es)
Brescia International Conference ‘22
PROCEEDINGS
COST Acon CA18213 Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion
Website: www.rnyobservatory.eu – email: info@rnyobservatory.eu
Funded by European Union
EARLY SCHOOL LEAVING IN BULGARIA: A SOCIO-PSYCHOLOGICAL ASPECTS -
Valentina Milenkova , Boris Manov (vlendzhova@swu.bg)
EARLY SCHOOL LEAVING IN THE EUROPEAN UNION AND CANDIDATE COUNTRIES:
TRENDS AND POLICIES, A LITERATURE REVIEW - Bianca Buligescu
(bianca.buligescu@gmail.com)
EMPLOYMENT OF YOUNG STUDENTS AGAINST THE DEMANDS OF THE MARKET -
Brisejda Ramaj (brisejda.zenuni@gmail.com)
EXPERIENCES AND BENEFITS OF NATURAL MENTORING RELATIONSHIPS IN
PERCEPTIONS OF RURAL YOUTH IN THE CZECH REPUBLIC: AN IN-DEPTH
QUALITATIVE THEMATIC ANALYSIS - Tereza Javornicky Brumovska
(tereza.brumovska@fhs.cuni.cz)
FUTURE PLANS OF NEETS, CASE STUDY IN THE SOUTH-WEST OF ROMANIA -
Sebastian Fitzek , Corina Drăgan (dragancorina102@yahoo.ro)
GENDER AND THE ENVIRONMENTAL CONCERNS OF YOUNG FARMERS: DO YOUNG
WOMEN FARMERS MAKE A DIFFERENCE ON FAMILY FARMS? - Ilkay Unay-Gailhard ,
Štefan Bojnec (stefan.bojnec@siol.net)
IDENTIFYING THE EFFECTIVE WAYS TO IMPROVE THE UNIVERSITY –BUSINESS
COLLABORATION IN TOURISM SECTOR FOR LONG TERM YOUTH EMPLOYABILITY
AND SUSTAINABILITY. - Dr. Lorena Serjanaj , Msc. Lorjana Doga (lorenaalikaj@yahoo.com)
IMPROVED INSTITUTIONAL CAPACITIES AND NEW MULTILEVEL GOVERNANCE
FOR TALENT ATTRACTION AND RETENTION IN THE DANUBE REGION - Boyko
Doychinov , Yoanna Ivanova , Mario Boikov (rc_ne@abv.bg)
IMPROVING SKILLS OF RURAL NEETS THROUGH ECO-ENTREPRENEURSHIP AND
NEW INITIATIVES - Yaşar Selman Gültekin , Alen Mujčinović , Štefan Bojnec , Pınar Gültekin
, Yıldız Bahçeci Öztürk , Messaoud LAZEREG (selmangultekin@duzce.edu.tr)
IMPROVING YOUTH MOBILITY BY PROVIDING BETTER PUBLIC TRANSPORTATION-
A STUDY CASE FROM THE CITY OF INDJIJA - Vesela Radovic (veselaradovic@yahoo.com)
INTRODUCE ENTREPRENEURSHIP IN RESEARCH COURSE TO HELP STUDENTS TO
ENHANCE SOFT SKILLS: A PILOT PROJECT DONE AT FACULTY OF ECONOMY OF
UNIVERSITY OF VLORA “ISMAIL QEMALI”. - Dr. Lorena Serjanaj , Dr. Klaudja Guga , Dr.
Ilira Pulaj , Dr. Lorena Cakerri (lorenaalikaj@yahoo.com)
INVISIBLE? YOUTH WITH DISABILITY IN LABOUR MARKET IN LITHUANIA - Daiva
Skučienė (daiva.skuciene@fsf.vu.lt)
ITALY AND YOUTH: A COUNTRY WITHOUT VISION AND FUTURE? - Andrea Bonazzi
(andreabonazzi5@gmail.com)
LEISURE BEHAVIOR AND DIFFERENTIATION OF MINORITY HUNGARIAN YOUTH
FROM TRANSYLVANIA (ROMANIA) - Júlia Szabó (julia.szabo.05@gmail.com)
Brescia International Conference ‘22
PROCEEDINGS
COST Acon CA18213 Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion
Website: www.rnyobservatory.eu – email: info@rnyobservatory.eu
Funded by European Union
LESSONS LEARNED AND PREVENTION OF STUDENTS DROPPING OUT FROM
EDUCATIONAL SYSTEM IN BULGARIA DURING THE COVID-19 PANDEMIC: THE
PERSPECTIVE OF TEACHERS - Dilyana Keranova , Vladislava Lendzhova
(vlendzhova@swu.bg)
LIFE PLANS IN COVID TIMES AMONG YOUNG PEOPLE LIVING IN RURAL AND
URBAN AREAS: THE ROLE OF EMPLOYMENT STATUS - Francesca Luppi , Alessandro
Rosina , Emiliano Sironi (emiliano.sironi@unicatt.it)
LOWER GRADES BUT NOT SKILLS: RURAL STUDENTS DURING THE PANDEMIC
COMPARED TO STUDENTS FROM LARGER CITIES - Liena Hačatrjana
(liena.hacatrjana@lu.lv)
MAKING RURAL AREAS MORE ATTRACTIVE TO YOUTH – APPLICATION OF
INDUSTRY 4.0 TOOLS - Aleksandra Nikolić , Alen Mujčinović (a.mujcinovic@ppf.unsa.ba)
MAPPING EMPLOYMENT AND EDUCATION FOR RURAL YOUNG NEETS – AN
EUROPEAN OVERVIEW - Ana Sofia Ribeiro , Tatiana Ferreira (sofiaribeiro.sofia@gmail.com)
MICRO LEVEL EDUCATION INTERVENTIONS IN RURAL AREAS: DEVELOPING
TRANSVERSAL SKILLS IN IRELAND, PORTUGAL AND TURKEY. - Paul Flynn ,
Muhammet Berigel , Marta Rodrigues (morodrigues@utad.pt)
NATIONAL LEVEL SUPPORT PROGRAMS FOR YOUTH IN RELATION TO EFFECTIVE
SCHOOL-TO-WORK TRANSITION: EXAMPLES OF ITALY, MOLDOVA AND LATVIA -
Liena Hačatrjana , Antonella Rocca , Maria Diacon (liena.hacatrjana@lu.lv)
OPPORTUNITIES AND CHALLENGES FOR ACTIVATION AND INTEGRATION OF
RURAL NEET’S YOUTH ON THE LABOR MARKET IN THE REPUBLIC OF NORTH
MACEDONIA - Katerina Bojkovska , Elizabeta Tosheva , Monika Angeloska-Dichovska
(katerina.bojkovska@uklo.edu.mk)
POLICIES FOR NEETS’ EMPLOYMENT ACROSS EU COUNTRIES - Claudia Petrescu
(claucaraiman@yahoo.com)
POLICIES FOR NEETS’ INCLUSION - YOUTH GUARANTEE IMPLEMENTATION IN
ROMANIA BETWEEN PROPOSAL AND REALITY - Claudia Petrescu
(claucaraiman@yahoo.com)
POLICY RESPONSES TO REAL WORLD CHALLENGES ASSOCIATED WITH NEET
YOUTH: A SCOPING REVIEW - Heidi Paabort , Paul Flynn , Claudia Petrescu
(heidi.paabort@ank.ee)
ROLES OF ECO-FARMS AND SOCIAL ENTERPRISES FOR RURAL NEETS - Milojka
Domajnko , Štefan Bojnec (milojka@rasg.si)
RURAL ECONOMIC RESILIENCE AND THE FUTURE RURAL LIVELIHOOD DREAMS
OF IRELAND’S YOUTH - Aisling Murtagh , Maura Farrell , Tuomas Kuhmonen , Louise Weir
(aisling.murtagh@nuigalway.ie)
Brescia International Conference ‘22
PROCEEDINGS
COST Acon CA18213 Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion
Website: www.rnyobservatory.eu – email: info@rnyobservatory.eu
Funded by European Union
RURAL NEET YOUTH TRANSITION FROM SCHOOL TO WORK IN LITHUANIA: THE
ROLE OF THE YOUTH GUARANTEE INITIATIVE - Ruta Braziene
(ruta.braziene@gmail.com)
RURAL YOUTHS PARTICIPATION AND EMPOWERMENT IN AGRICULTURE: WHAT
PUBLIC POLICY OPTIONS FOR AGRICULTURAL TRAINING AND SUSTAINABILITY IN
SUB SAHARAN AFRICA? - Kome Blaise Tardzenyuy (komeblais@yahoo.com)
SOCIAL ECONOMY ACTORS AND ALTERNATIVE TRAINING PATHWAYS: THE CASE
OF NEET YOUNG PEOPLE IN CONTRASTING TERRITORIES (URBAN/RURAL) - Maria
Manuel Vieira , Lia Pappámikail , Tatiana Ferreira (tatiana.mjferreira@gmail.com)
SOFT SKILLS AS A WAY OUT OF VULNERABILITY: A STUDY ON ITALIAN YOUTH IN
RURAL AREAS - Adriano Mauro Ellena , Daniela Marzana , Sara Matinez Damia , Maura Pozzi
, Elena Marta (adrianomauro.ellena@unicatt.it)
TECHNOLOGY AND INNOVATION POTENTIAL FOR A BETTER ENGAGEMENT OF
YOUTH IN AGRICULTURE IN ALBANIA - Luziana Hoxha (lhoxha@ubt.edu.al)
THE APPROACH OF YOUNG PEOPLE LIVING IN THE REMOTE AREAS REGARDING
SEXUAL AND REPRODUCTIVE HEALTH SERVICES IN ALBANIA - Redona Dudushi,
Besmira Lahi (redona.dudushi@alumni.emory.edu)
THE COUNTRYSIDE AS DESTINY: TWO OPTIMISTIC STORIES AMONG A SEA OF
NEGATIVE MEDIA COVERAGE ON RURAL YOUTH IN BOSNIA AND HERZEGOVINA -
Mirza Emirhafizovic (emirza19@yahoo.de)
THE DEVELOPMENT OF AGROTOURISM SYSTEMS THE OPPORTUNITIES FOR THE
YOUNG GENERATIONS IN RURAL AREAS IN THE REGION OF KORÇA - Aldona
MINGA (aminga@unkorce.edu.al)
THE DIFFERENCES OF EDUCATION IN RURAL AND URBAN AREAS IN ALBANIA -
Suela Ago (suelaago@gmail.com)
THE ECONOMIC COSTS OF YOUTH UNEMPLOYMENT AND POLICY RESPONSE IN
NORTH MACEDONIA - Daniela Bojadjieva (Daniela.Mamucevska@eccf.ukim.edu.mk)
THE IMPACT OF YOUTH GUARANTEE FOR RURAL NEETS -WHO PARTICIPATES IN
PUBLIC EMPLOYMENT SERVICES AND WITH WHAT EFFECTS? A STUDY ON ITALY,
POLAND, AND ROMANIA - Bianca Buligescu , Mateusz Smoter , Federica Pizzolante ,
Antonella Rocca , Gabriela Neagu (bianca.buligescu@gmail.com)
THE QUALITY OF EMPLOYMENT AND THE ASSESSMENT OF WORKING
CONDITIONS BY YOUNG PEOPLE WITH DISABILITIES - Sylwia Daniłowska , Mateusz
Smoter , Dorota Kmieć (sylwia.danilowska@aktywizacja.org.pl)
TRANSPORT DISADVANTAGE AND ITS POTENTIAL IMPACT ON RURAL NEETS: THE
CASE STUDY OF LIKA, CROATIA - Slaven Gasparovic (slaveng@geog.pmf.hr)
Brescia International Conference ‘22
PROCEEDINGS
COST Acon CA18213 Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion
Website: www.rnyobservatory.eu – email: info@rnyobservatory.eu
Funded by European Union
URBAN AND RURAL DISPARITIES OF YOUTH LIVING IN THE AREA OF VLORE
(ALBANIA) - Florian Miti (florian_m2002@yahoo.com)
YOUNG COMMUNITY DEVELOPMENT THROUGH INNOVATIVE PRODUCTS
PROCESSED FROM PALM COOKING OIL - Andrian Haro (andrianharo85@gmail.com)
YOUNG RURAL ENTREPRENEURSHIP TO PROMOTE YOUTH RESILIENCE IN
ALGERIA: AN OVERVIEW - Messaoud Lazereg , Kousseila Bellil (lazreg.messaoud@yahoo.fr)
YOUTH ENTREPRENEURSHIP - AN ALTERNATIVE TO ALLEVIATING THE HIGH RATE
OF YOUTH UNEMPLOYMENT IN KOSOVO - Ajtene Avdullahi , Qazim Tmava , Vjosa Fejza
Ademi (ajtene.avdullahi@umib.net)
YOUTH FRIENDLY CITIES INDEX: AN EXAMPLE FROM RESEARCH TO POLICY
IMPLEMENTATION - Emre Erdoğan , Pinar Uyan-Semerci (mercansemerci1@gmail.com)
