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当前的研究成果表明，种种新的关系正在青年和教育之间形成。接受后义务教育的人数增加，工作和学习相结合，以及从业就职的不确定性，已经成为人们共有的体验。年轻人对各种取舍去就的选择、轻重缓急的顺序安排变化无常，正在同明确表述的教育目标拉开距离。特别是关于过渡的线性观念，即政策文件中以“道路”为比喻来表达的那种观念，愈来愈和许多国家的青年人生活经历的模式不一致。1990年代青年研究突显出三个主要的话题：首先是人们认识到，就教育的目标而言，有什么可供选择是事先就规定了的，这种看法已经贯穿于一系列的研究。第二，到1990年代末期已能觉察到有一种变化正在发生，其方向是朝着更为复杂的生活方式，朝着就一系列个人的取舍去就、轻重缓急之混合求得平衡。第三，鉴于关于青年人的说法以及教育政策和青年自身经历的结果之间的差距愈来愈大，人们一致认为确有必要让青年就他们感受到的社会和经济方面的剧变发出“积极的声音”。
The current research shows that new relations are emerging between youth and education. The increase in the number of people who receive post-compulsory education, the combination of work and study, and the uncertainty of employment have become common experiences for all. Young people are constantly changing their priorities in the choices and priorities of their choices and are moving away from clearly articulated educational goals. In particular, the notion of transition, which is expressed in the policy paper as a metaphor, is increasingly inconsistent with that of youth living in many countries. The study of youth in the 1990s highlighted three major topics: first, the realization that the choice of which is presupposed as far as the goals of education are concerned has been permeated in a series of studies. Second, by the end of the 1990s, a change has been observed that is taking place in the direction of a more complex lifestyle, balanced towards a mix of personal choices, priorities and priorities. Thirdly, in the light of the widening gap between what is said about youth and the consequences of education policies and youth’s own experiences, there is a consensus that there is a real need for young people to send “positive messages about the social and economic upheavals they feel sound”.