How to involve rural NEET youths in agriculture? Highlights of an untold story

References

• Bacher, J., Koblbauer, C., Heinz, L., & Tamesberger, D. (2017). Small differences matter: How regional distinctions in educational and labour market policy account for heterogeneity in NEET rates. Journal of Labour Market Research, 51(4), 2–20. doi:10.1186/s12651-017-0232-6
   Google Scholar
• Bronfenbrenner, U., & Ceci, S.J. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101(4), 568–586. doi:10.1037/0033-295X.101.4.568
   PubMed Web of Science ®Google Scholar
• Carcillo, S., Fernandéz, R., Konigs, S., & Minea, A. (2015). NEET youth in the aftermath of Crisis: Challenges and policies. OECD Social, Employment and Migration Working Papers, No. 164. OECD Publishing. doi:10.1787/5js6363503f6-en
   Google Scholar
• De Hoyos, M., & Green, A. (2011). Recruitment and retention issues in rural labour markets. Journal of Rural Studies, 27(2), 171–180. doi:10.1016/j.jrurstud.2010.12.003
   Web of Science ®Google Scholar
• Diogo, F. (2007). Pobreza, trabalho, identidade. [Poverty, work, identity.]. Lisboa: Celta Editora.
   Google Scholar
• Eurofound (2017), Long-term unemployed youth: Characteristics and policy responses. Publications Office of the European Union, Luxembourg. https://www.eurofound.europa.eu/sites/default/files/ef_publication/field_ef_document/ef1729en.pdf
   Google Scholar
• EUROSTAT (2017). Statistics on young people neither in employment, nor education or training. Retrieved from http://ec.europa.eu/eurostat/statisticsexplained/.
   Google Scholar
• Ferrão, J. (2000). Relações entre mundo rural e mundo urbano: Evolução histórica, situação actual e pistas para o futuro [Relationship between rural world and urban world: Historical evolution, present situation, and future pathways]. Sociologia, problemas e práticas, 33, 45–54.
   Google Scholar
• Furlong, A. (2006). Not a very NEET solution: Representing problematic labour market transitions among early school-leavers. Work, Employment and Society, 20(3), 553–569. doi:10.1177/0950017006067001
   Web of Science ®Google Scholar
• Governo Regional dos Açores. (2018). Estratégia regional de combate à pobreza exclusão social: Diagnóstico [Regional strategy against poverty and social exclusion: Diagnosis]. Retrieved from http://www.azores.gov.pt/NR/rdonlyres/904C6C12-8BA1-4EC5-A8A9-97E30B67465F/1099081/Diagnosticoversaoatualizadaemmaro2018.pdf.
   Google Scholar
• Greer, A. (2017). Post-exceptional politics in agriculture: An examination of the 2013 CAP reform. Journal of European Public Policy, 24(11), 1585–1603. doi:10.1080/13501763.2017.1334080
   Web of Science ®Google Scholar
• International Labour Organization. (2018). World employment social outlook: Trends 2018. Retriveved from http://ilo.org/global/research/global-reports/weso/2018/WCMS_615594/lang–en/index.htm
   Google Scholar
• Kuhmonen, T., Kuhmonen, I., & Luoto, L. (2016). How do rural areas profile in the futures dreams by the Finnish youth? Journal of Rural Studies, 44, 89–100. doi:10.1016/j.jrurstud.2016.01.010
   Web of Science ®Google Scholar
• McCune, N., Rosset, P.M., Salazar, T.C., Morales, H., & Moreno, A.S. (2017). The long road: Rural youth, farming and agroecological formación in Central America. Mind, Culture, and Activity, 24(3), 183–198. doi:10.1080/10749039.2017.1293690
   Web of Science ®Google Scholar
• Rowland, J., Ferreira, V.S., Vieira, M.M., & Pappámikail, L. (2014). Nem em emprego, nem em educação ou formação: Jovens NEEF em Portugal numa perspetiva comparada. [Not in employment, education or training: NEET youth in Portugal in a comparative perspective]. Lisboa: Observatório da Juventude.
   Google Scholar
• Sadler, K., Akister, J., & Burch, S. (2014). Who are the young people who are not in education, employment or training? An application of the risk factors to a rural area in the UK. International Social Work, 1–13. doi:10.1177/0020872813515010
   Web of Science ®Google Scholar
• Shore, J., & Tosun, J. (2017). Assessing youth labour market services: Young people’s perceptions and evaluations of service delivery in Germany. Public Policy and Administration. doi:10.1177/0952076717722192
   Web of Science ®Google Scholar
• Simões, F., & Drumonde, R. (2016). Os desafios da reconversão professional de jovens nas atividades do setor primário: O caso do projeto Terra Nostra (The challenges of youths’ professional reskilling in the primary sector: The case of the project Our Land). In G. Rocha, R. Gonçalves, & P. D. Medeiros (Eds), Juventude(s): Novas realidades, novos olhares (Youth: New Realities, New Approaches) (pp. 103–122). Famalicão: Húmus.
   Google Scholar
• Simões, F., Meneses, A., Luís, R., & Drumonde, R. (2017). NEETs in a rural region of Southern Europe: Perceived self-efficacy, perceived barriers, educational expectations, and vocational expectations. Journal of Youth Studies, 20(9), 1109–1126. doi:10.1080/13676261.2017.1311403
   Web of Science ®Google Scholar
• Simões (2018). Revision of executive summaries of social interventions aimed at youths in Portugal and in the European Union from 2013 to 2018.
   Google Scholar
• Singh, K., & Dika, S. (2003). The educational effects of rural adolescents’ social networks. Journal of Research in Rural Education, 18(2), 114–128.
   Google Scholar
• Skogstad, G. (1998). Ideas, paradigms and institutions: Agricultural exceptionalism in the European Union and the United States. Governance, 11(4), 463–490. doi:10.1111/0952-1895.00082
   Web of Science ®Google Scholar
• Tosun, J. (2017). Promoting youth employment through multi-organizational governance. Public Money and Management, 37(1), 39–46. doi:10.1080/09540962.2016.1249230
   Web of Science ®Google Scholar
• White, B. (2012). Agriculture and the generation problem: Rural youth, employment and the future of farming. IDS Bulletin, 43(6), 9–19. doi:10.1111/idsb.2012.43.issue-6
   Web of Science ®Google Scholar
• Zipin, L., Sellar, S., Brennan, M., & Gale, T. (2015). Educating for futures in marginalized regions: A sociological framework for rethinking and researching aspirations. Educational Philosophy and Theory, 47(3), 37–41. doi:10.1080/00131857.2013.839376
   Web of Science ®Google Scholar