Abstract
Who are the NEET? How much do we know about this? What do institutions and the media know about them? How different definitions could get to shared policies? This paper tries to provide an initial overview of the situation regarding the NEET, through an analysis of the emerging international literature on the subject. Different definitions across nations are analyzed in order to reflect on the cultural differences and economics-work policies, in order to then analyze more in deep the Italian situation. In Italy, the phenomenon is still little known in society and, often, not recognized by the acronym NEET, with the many variables that define it, despite statistics showing a rise in numbers (26 % of the total population for the age group considered).
Similar content being viewed by others
Notes
The particular interest in these age groups is motivated by the approval of the Raising the Participation Age (2013) which expands the number of years of compulsory education/training.
Supplementary data are available: http://ricerca.repubblica.it/repubblica/archivio/repubblica/2013/04/06/neetnestudentinelavoratoridodicimilaragazzi.html?ref=search.
Supplementary data are available: http://ricerca.repubblica.it/repubblica/archivio/repubblica/2011/06/10/recorddelladisoccupazionenellisolabanitaliaun.html?ref=search.
Supplementary data are available: http://ricerca.repubblica.it/repubblica/archivio/repubblica/2011/01/20/ungiovanesucinquenonstudiane.html?ref=search.
Supplementary data are available: http://www.lanazione.it/arezzo/cronaca/2011/03/02/467302-generazione_perduta.shtml.
Supplementary data are available: http://archiviostorico.corriere.it/2013/marzo/02/crisi_ingrossa_manovalanza_del_crimine_co_0_20130302_7fa83b76830511e2a6f4c9440d503f3e.shtml.
The employment centers in Italy are the offices of the public administration faces to the task of administering the labor market at a local level with the aim of achieving a satisfactory balance between offers and requests for work. It 'should be pointed out that the survey was conducted by telephone, so we also want to emphasize the difficulties encountered during the retrieval of telephone numbers by institutional sites and search engines.
References
Arnardóttir, J. R. (2013) Young people left behind in transition from school to work in Iceland. In Mental health, disability and youth in the nordic countries. An antology (pp. 81–102). Sweden: Nordic Centre for Welfare and Social Issues.
Assirelli G. (2013). The NEET phenomenon. A comparative analysis. http://web.unitn.it/files/download/20468/researchproposal.pdf.
Batini, F. (2014). Insegnanti e competenze. La professionalità dell’insegnante. Valorizzare il passato, progettare il futuro (pp. 295–304). London: Transeuropa.
Benseman, J. (2006). Effective programmes for NEET young people: A case study evaluation. Social Work Review, 18(3), 43–60.
Bermúdez-Lobera, J. (2014). Las transiciones a la adultez de los jóvenes que no estudian ni trabajan (ninis) en México, 2010. Papeles de población, 20(79), 243–279.
Bynner, J., & Parsons, S. (2002). Social exclusion and the transition from school to work: The case of young people not in education, employment, or training (NEET). Journal of vocational behavior, 60(2), 289–309.
Cascioli, R. (2011). I Neet. Disparità territoriali e il difficile ingresso dei giovani italiani nel mercato del lavoro. la Rivista delle Politiche Sociali, 3, 61–81.
Chen, Y. W. (2011). Once a NEET always a NEET? Experiences of employment and unemployment among youth in a job training programme in Taiwan. International Journal of Social Welfare, 20(1), 33–42.
Department for Employment and Learning, Northern Ireland (DELNI). (2010). A scoping study of those young people not in education, employment or training (NEET) in Northern Ireland.
DfES (Department for Education and Skills). (2007). Departmental Report 2007. London: HMSO.
Eurostat. (2015). Smarter, greener, more inclusive? Indicators to support the Europe 2020 strategy. Luxembourg: European Union.
Fahmy, E. (2006). Youth, poverty and social exclusion. In C. Pantazis, et al. (Eds.), Poverty and social exclusion in Britain: The millennium survey. Bristol: The Policy Press.
France, A. (2007). Understanding youth in late modernity. London: McGraw-Hill Education.
Full, S. (2010). Young people not in education, employment or training (neet): year to 30 June 2009.
Hill, J. (2003). Young people not in education, training, or employment: key indicators. Ministry of Social Development.
Hoffman, J., & Graham, P. (2006). Introduction to political ideologies. New York: Pearson Education.
Italia, N (2012). Rapporto Annuale 2012. La situazione del paese. Italie, Istat, site: http://www.istat.it/it.
Italia, N. (2013). 100 statistiche per capire il Paese in cui viviamo. Italie, Istat, site: http://noi-italia.istat.it.
Italia, N (2013). Rapporto Annuale 2013. La situazione del paese. Italie, Istat, site: http://www.istat.it/it.
Italia, N (2014). Rapporto Annuale 2014. La situazione del paese. Italie, Istat, site: http://www.istat.it/it.
Italia, N (2015). Rapporto Annuale 2015. La situazione del paese. Italie, Istat, site: http://www.istat.it/it.
Kiura, T., Bosch, O. J., Nguyen, N., Yasui, T., & Maeno, T. (2014). Using a systems-based Evolutionary Learning Laboratory to address the “NEET-Not in Employment, Education, or Training” issue in Japan. In Proceedings of the 57th annual meeting of the ISSS-2013 HaiPhong, Vietnam (Vol. 1, no. 1).
Mascherini, M., Salvatore, L., Meierkord, A., & Jungblut, J. M. (2012). NEETs: Young people not in employment, education or training: Characteristics, costs and policy responses in Europe. Luxembourg: Publications Office of the European Union.
Nelson, J., & O’Donnell, L. (2012). Approaches to supporting young people not in education, employment or training, a review. National Foundation for Educational Research.
Norasakkunkit, V., & Uchida, Y. (2011). Psychological consequences of postindustrial anomie on self and motivation among Japanese youth. Journal of Social Issues, 67(4), 774–786.
Offer, F. S. (2013). Full participation in education and training to age 18 in England: perspectives from policy and life-worlds of young people (Doctoral dissertation, Brunel University School of Sport and Education PhD Theses).
Organisation for Economic Co-operation and Development. (2010). Education at a glance 2010: OECD indicators. Paris: OECD Publishing.
Organisation for Economic Co-operation and Development. (2013). Education at a glance 2013: OECD indicators. Paris: OECD Publishing.
Passey, D., Williams, S., & Rogers, C. (2008). Assessing the potential of e-learning to support re-engagement amongst young people with Not in education, employment or training (NEET) status: An independent research and evaluation study. Overview report. Becta, Lancaster.
Raffe, D. (2003). Pathways linking education and work: A review of concepts, research, and policy debates. Journal of Youth Studies, 6(1), 3–19.
Serracant, P. (2014). A brute indicator for a NEET case: Genesis and evolution of a problematic concept and results from an alternative indicator. Social indicators research, 117(2), 401–419.
Sheppard, C., & Cloete, N. (2009). Scoping the need for post-school education. Wynberg: Centre for Higher Education Transformation.
Sissons, P., & Jones, K. (2012). Lost in transition. The changing labout market and young people not in employment, education or training. London: The Work Foundation.
Soetanto, K., & Zhou, Y. H. (2009). Study on Freeter and NEET and its measure. In 2010 international conference on financial theory and engineering.
Spielhofer, T. (2009). Increasing participation: understanding young people who do not participate in education or training at 16 and 17.
Stephen N., Peacock P. (2006). More Choices, More Chances: A Strategy to Reduce the Proportion of Young People not in Education, Employment or Training in Scotland. http://www.employabilityinscotland.com/media/96773/MCMC%20Strategy.pdf.
Sullivan, A., & Unwin, L. (2011). Towards compulsory participation in England. In S. Lamb (Ed.), School dropout and completion (pp. 117–135). Dordrecht: Springer.
Sutherland, W. J., Goulden, C., Bell, K., Bennett, F., Burall, S., Bush, M., et al. (2013). 100 Questions: Identifying research priorities for poverty prevention and reduction. Journal of Poverty and Social Justice, 21(3), 189–205.
Szczesniak, M., & Rondón, G. (2012). Generazione NEET: alcune caratteristiche, cause e proposte. Orientamenti pedagogici: rivista internazionale di scienze dell’educazione, 59(350), 729–747.
Tamesberger, D., Leitgöb, H., & Bacher, J. (2014). How to combat NEET? Evidence from Austria. Intereconomics, 49(4), 221–227.
Toivonen, T. (2011). ‘Don’t let your child become a NEET!’ The strategic foundations of a Japanese youth scare. Japan Forum, 23(3), 407–429.
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.
Zoja, L. (2011). Neet: acronimo inglese e tragedia italiana? MINORIGIUSTIZIA.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Batini, F., Corallino, V., Toti, G. et al. NEET: A Phenomenom Yet to Be Explored. Interchange 48, 19–37 (2017). https://doi.org/10.1007/s10780-016-9290-x
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10780-016-9290-x