Suchergebnisse

The increasing democratisation of education and the destructuring of the labour market in times of institutional, political and economic uncertainty in Latin America have fuelled the debate on the youth school-to-work transition in the region.
This paper aims to contribute to the discussion by presenting the insights drawn from research on the topic, carried out throughout the last thirty years by the same academic team. Such research was based on a longitudinal analyses of students who graduated from compulsory studies during 1999–2011 in Argentina. The main findings provide insights into two core concepts: on the one hand, they evidence that the period of transition between the completion of secondary school and the labour market entry has become longer; on the other hand, they show that education-work activities in the early years after completing secondary studies are characterised by their instability-feature present in young people's stories from different socioeconomic backgrounds.

Abstract
Within the framework of the post-pandemic and in the educational context that has been experienced in Argentina in recent years, inequalities appear, with new aspects to debate about youth and education in the current young generations. With this idea, the article presents past, present and future debates on the opportunities and aspects of youth that have been recorded during longitudinal research carried out in the last twenty years with different cohorts of young people. In particular, it presents the results of an ongoing investigation into the young population and secondary education in different areas of Argentina. The main objective is to debate the aspects and contexts that occurred and caused inequalities in youth transitions. The central hypothesis of the article is that the processes and effects of inequality in each of the generations studied are explained and described both within the circumstances and conjunctures in which the youth trajectories occur.