Gastropods

82 p. : ill. ; 24 cm.Includes bibliographical references (p. 69-82)

Slugs from Brazil

21 p. : ill. ; 24 cm.Includes bibliographical references (p. 17-21)

Gastropods

33 p. : ill. ; 24 cm.Includes bibliographical references (p. 29-33)

Changing youth? : continuities and ruptures in transitions into adulthood among Catalan young people

The globalisation process has an impact at the micro-level on life-course patterns: concretely, the trajectories of young people into adulthood are being sharply modified. At a European level, the extension, de-linearisation, reversibility and diversification of youth trajectories have been identified as major changes. However, the extent to which these changes affect young people within each country depends on their respective welfare regimes. This article analyses how the Mediterranean welfare regime shapes youth trajectories among Catalan young people and explores the hypothesis that these constraints will make those trajectories less sensitive to the general trends of change identified at a European level. The research is based on an analysis of the Catalan Youth Survey, an official statistic that contains retrospective data on Educational, Work, Housing and Family transitions. The results offer an integrated typology of youth transitions in Catalonia and show how the persistence of traditional patterns of transition are the logical result of the particular articulation of the welfare regime and cultural patterns among Catalan young people

Teachers’ knowledge and experiences of Information Advice and Guidance: some implications for the current policy context in England

Good information and career guidance about what post-compulsory educational routes are available and where these routes lead is important in ensuring that young people make choices that are most appropriate to their needs and aspirations. Yet the Association of School and College Leaders (2011) express fears that future provision will be inadequate. This paper reports the findings from an on-line survey of 300 secondary school teachers, and follow up telephone interviews with 18 in the South East of England which explored teachers’ experiences of delivering post-compulsory educational and career guidance and their knowledge and confidence in doing so. Results suggest that teachers lack confidence in delivering information, advice and guidance outside their own area of specialism and experience. In particular, teachers knew little in relation to alternative local provision of post-16 education and lacked knowledge of more non-traditional, vocational routes. This paper will therefore raises important policy considerations with respect to supporting teachers’ knowledge, ability and confidence in delivering information in relation to future pathways and career guidance