Will the concept of “learning landscapes” help young people in their transition from school to work? Manuela du Bois-Reymond

Yoyo biographies  Generation flex  Youth unemployment (low & high)  No clear cut life phases  Simultaneity of transitions  No clear anticipation of future  More pressure to plan  More pressure to learn  Precarization of life & life expectations

Agency & Structure Agency:  Use of personal, family, and social resources  Temporal and space dimensions Structure:  Local & national educational policies  Location & reputation of school & neighborhood  Local & regional labour markets

Educational reforms Schools in crisis; reforms must:  Combat segregation  Open the school for non formal education & self-organized learning  Stimulate active participation in & outside school  Cooperation with outside school partners

Critical points  No integration of formal/non formal education  No smooth learning trajectories  Dequalification of teaching profession  Structure of educational system insensitive of agency of learners

Urban & neighborhood reforms Well-being of neighborhoods dependent on:  Good schools;  Affordable housing;  Access to public transfer;  Good health service;  Low rates of crime;  Balanced population composition  Active local economy

Educational governance  Create new bottom-up and top- down pathways  New negotiation platforms  Activate population  Organize information flows

Learning landscapes (LL)  LL an ambivalent concept  Should target all citizens but doesn’t  Short term vs. long term projects  Addition of more bureaucratic layers  Educational governance reluctant to devolve power

Transition policies 3 Transition constellations:  Economic  Civil society  Infrastructure cities/neighborhoods Layered transition policy:  Individually administered trajectories  Localized transition policies