This book examines the period around 1900 when young laborers were considered an official social problem in the German Empire. Chapter 2 demonstrates the structural foundations and preconditions of the youth salvation campaign. It analyzes the position of young workers in Germany's urban population, their rapidly changing roles in the labor force,…

To cope with high youth unemployment in Britain after World War I, unemployment benefits for juveniles were made contingent on attendance at local education centers. This article looks at the administrative structures, costs, staffing, curriculum, and effectiveness of these Juvenile Unemployment Centers in Scotland from 1919-1941. (SJL)

Reviews R. H. Tawney's educational activities on British juvenile employment during Edwardian period. Stresses Tawney's support for raising age for leaving school and providing vocational training. Presents Tawney's conclusions that students leaving elementary school for workplace increased unemployment and crime. Suggests Tawney's ideas were…

The report is based upon base-year data collected in "High School and Beyond," NCES's national longitudinal survey of sophomores and seniors in spring 1980. Gainful employment is prevalent among high school youth. During the week prior to the spring 1980 survey, 63.2 percent of the seniors and 42.1 percent of the sophomores had been…

Researchers analyzed 500 never-before-analyzed interviews from a study conducted by Norbert Elias and other researchers at University of Leicester in 1962, which was one of the first studies of the transition from school to work. The Elias study explored how young people in England experienced work and adjusted their lives to the work role. All of…

A study performed in 1962 by Norbert Elias on the adjustment of young people to the transition from school to work had five areas of inquiry; adjustment to relationships with older workers and supervisors; adjustment to job problems; adjustment to role as workers; adjustment to role as money-earner in home relations; and adjustment to role as…

The traditional secondary school limited its instruction to full time pupils. Rather than adapt the kind and amount of work to the necessities of the pupil who cannot attend full time, it apparently preferred to have him leave school altogether. While frowning upon an elective system within the school, it felt no qualms in allowing the great…

This book, which traces the emergence of an official state-sanctioned learning policy for education and training in the United Kingdom, examines how the country's government has taken a concerted approach to accomplishing the following two goals: (1) integrating the reproduction of knowledge at all levels in the educational institutions under…