ERIC Number: EJ1469113
Record Type: Journal
Publication Date: 2025
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1359 6748
EISSN: EISSN-1747-5112
Available Date: 0000-00-00
New Labour's New Deal for Socially Excluded Young People: A Critical Retrospective
Research in Post-Compulsory Education, v30 n1 p103-122 2025
This paper critically examines New Labour's New Deal for Young People (NDYP) and its intended role in reducing the number of socially excluded young people classified as NEET (not in education, employment or training). It focuses on New Deal as an example of Third Way policy design aimed to address social exclusion, including the promotion of an 'evidence-based policy' which sought to impose the New Labour orthodoxy that any labour-market participation was preferable to none -- and that this, in turn, would improve the life chances of NEET young people and combat social exclusion. The paper critically considers the policy design of NDYP, and its underlying assumptions, including the importance of global economic competition as justification for a range of education and employment initiatives expected to deliver improved social inclusion and a resulting improvement in socio-economic standards. Whilst New Deal was presented as a fresh, evidence-based approach to (re)engaging NEET young people in education and work, the central argument of this paper is that New Labour's focus on social exclusion at the expense of poverty meant that its approach can, in many ways, be regarded as a missed opportunity to enact meaningful change for those most in need.
Descriptors: Foreign Countries, Social Bias, Public Policy, Equal Opportunities (Jobs), Disadvantaged Youth, Job Training, At Risk Persons, Unemployment, Late Adolescents, Young Adults, Political Issues, Global Approach, Evidence Based Practice
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A
Author Affiliations: 1School of Education and Professional Development, University of Huddersfield Queensgate, Huddersfield, UK; 2International Centre for Educational Leadership, University of Bolton, Bolton, UK