Josje Van Der Linden
Datos Biográficos
| ID | 228928 |
|---|---|
| NOMBRE | Josje Van Der Linden |
| NOMBRES | Josje |
| APELLIDO | Van Der Linden |
| FIRMA | VAN DER LINDEN J |
| AFILIACIONES | University of Groningen |
| ORCID | 0000-0001-5048-2640 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 20 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2009 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
“I Never Thought I’d Do This. It's So Empowering”
Stimulating adults to learn is a significant challenge, particularly for vulnerable groups with limited education, socioeconomic disadvantages, or marginalized backgrounds. While research highlights barriers and motivations for adult learning, less attention has been given to the transitions adults undergo and the factors shaping these processes. Based on 69 interviews with underrepresented learners in the Netherlands and informed by the capabili…
Initiating self-directed lifelong learning through participatory action research with young Ugandan fishers at Kigungu on Lake Victoria
From Likes to Lifeworlds
As youth workers increasingly offer support and guidance within digital environments, the question arises as to what impact this support has on the (online) lives of young people. This paper explores the contribution of youth work practice in the online lifeworld on young peoples’ development, building on previous studies concerning youth work outcomes and the developmental needs of young people. A qualitative research design was employed, includ…
Exploring card-sorting potential to uncover the interplay between adult learners’ motivations and barriers to (start to) learn
Scrolling with young people
Conditions for successful adult learning systems at local level
Adults must continually learn to navigate the challenges of society and the job market. This lifelong learning is vital, particularly for vulnerable adults, and should be fostered in their living and working environment. In this article, we present a literature review exploring the conditions of conducive learning environments at meso-level, being the socio-spatial learning infrastructure constituted by learning providers, policies and interventi…
Sustainable fishing, lifelong learning and youth entrepreneurship
‘I need to switch the job’. Young rural-urban migrants’ perceptions about their job during their education to work transition
Young people’s choices and decisions during their education to work transition reflect their perceptions about work. Empirical studies of these perceptions of young rural-urban migrants are limited. This article explores the perceptions of young rural-urban migrants working at call centres in Kathmandu and the way these perceptions are associated with socio-cultural values and beliefs. The dominant perceptions found among young rural-urban migran…
Opportunities and barriers for young rural–urban migrants transitioning from education to work in Kathmandu, Nepal
This paper explores the opportunities and barriers encountered by young rural–urban migrants as they transition from education to work in Kathmandu, Nepal. It explores the opportunities available to both male and female youth during their transition from education to work and how these opportunities positively influenced their trajectories. On the other hand, the study also presents the barriers experienced by both male and female youth that may …
Figuring it out’. Continuity or discontinuity of work in young rural-urban migrants’ education to work transition in Kathmandu, Nepal
Although youth research has highlighted the importance of a holistic understanding of the changing nature of youth education to work transitions, few studies have examined these transitions from a process perspective. In this study on continuity and discontinuity of work, the process perspective proved to be useful to analyse the education to work transition of rural-urban migrants in Kathmandu, Nepal. Qualitative longitudinal data, consisting of…
The Education-to-Work Transition of Young Rural–Urban Migrants in Kathmandu, Nepal
This article examines the experiences of youth transitioning from education to work, within the specific context of rural–urban migration in Nepal. This context is chosen as, compared to developed countries, experiences in developing ones have remained under-researched in the transition studies literature. The study is informed by a biographical research approach, using qualitative longitudinal life (hi)story methods, with a view to revealing loc…
Educators in non-formal vocational education and training in Mozambique
Interest in vocational education and training (VET) is growing. This can be attributed to global socio-economic developments requiring continuously changing knowledge and skills. Adult education and training, particularly in non-formal education (NFE) contributes to provide these skills and knowledge for youth and adults. This puts pressure not only on programmes and facilities, but also on the educators. How do they cope with the changing demand…
Non-formal education and new partnerships in a (post-)conflict situation
The contribution of the diaspora to the reconstruction of education in South Sudan
Conflicts all over the world result in people living in diaspora, usually maintaining strong ties with their countries of origin. As many of them are well educated and dedicated to their country, expectations of the role they can play in the development of their home country are high. This article reflects on the contribution of the South Sudanese diaspora to the reconstruction of the education system, which was badly affected by over 40 years of…
Beyond literacy
Thirty-five years after independence the Mozambican illiteracy rate has been reduced from 93% to just over 50% according to official statistics. Although this indicates an enormous achievement in the area of education, the challenge of today still is to design appropriate adult basic education programmes including literacy, numeracy and life skills. Studies carried out in the framework of the research programme of the Adult Education Department o…
Capacity building in Southern Africa
The intent of capacity building in international development cooperation is to enable people to control their own development. Important premises are ownership, choice and self‐esteem. The authors analyse the dynamics of the enabling process in practice, based on their own experiences working for several years in universities in developing countries, specifically in South Africa and Mozambique. The analysis highlights the importance of the primar…
Beyond literacy
Thirty-five years after independence the Mozambican illiteracy rate has been reduced from 93% to just over 50% according to official statistics. Although this indicates an enormous achievement in the area of education, the challenge of today still is to design appropriate adult basic education programmes including literacy, numeracy and life skills. Studies carried out in the framework of the research programme of the Adult Education Department o…
Capacity building in Southern Africa
The intent of capacity building in international development cooperation is to enable people to control their own development. Important premises are ownership, choice and self‐esteem. The authors analyse the dynamics of the enabling process in practice, based on their own experiences working for several years in universities in developing countries, specifically in South Africa and Mozambique. The analysis highlights the importance of the primar…
Non-formal education and new partnerships in a (post-)conflict situation
The contribution of the diaspora to the reconstruction of education in South Sudan
Conflicts all over the world result in people living in diaspora, usually maintaining strong ties with their countries of origin. As many of them are well educated and dedicated to their country, expectations of the role they can play in the development of their home country are high. This article reflects on the contribution of the South Sudanese diaspora to the reconstruction of the education system, which was badly affected by over 40 years of…
Conditions for successful adult learning systems at local level
Adults must continually learn to navigate the challenges of society and the job market. This lifelong learning is vital, particularly for vulnerable adults, and should be fostered in their living and working environment. In this article, we present a literature review exploring the conditions of conducive learning environments at meso-level, being the socio-spatial learning infrastructure constituted by learning providers, policies and interventi…
Educators in non-formal vocational education and training in Mozambique
Interest in vocational education and training (VET) is growing. This can be attributed to global socio-economic developments requiring continuously changing knowledge and skills. Adult education and training, particularly in non-formal education (NFE) contributes to provide these skills and knowledge for youth and adults. This puts pressure not only on programmes and facilities, but also on the educators. How do they cope with the changing demand…
Capacity building in Southern Africa
The intent of capacity building in international development cooperation is to enable people to control their own development. Important premises are ownership, choice and self‐esteem. The authors analyse the dynamics of the enabling process in practice, based on their own experiences working for several years in universities in developing countries, specifically in South Africa and Mozambique. The analysis highlights the importance of the primar…
Beyond literacy
Thirty-five years after independence the Mozambican illiteracy rate has been reduced from 93% to just over 50% according to official statistics. Although this indicates an enormous achievement in the area of education, the challenge of today still is to design appropriate adult basic education programmes including literacy, numeracy and life skills. Studies carried out in the framework of the research programme of the Adult Education Department o…
The contribution of the diaspora to the reconstruction of education in South Sudan
Conflicts all over the world result in people living in diaspora, usually maintaining strong ties with their countries of origin. As many of them are well educated and dedicated to their country, expectations of the role they can play in the development of their home country are high. This article reflects on the contribution of the South Sudanese diaspora to the reconstruction of the education system, which was badly affected by over 40 years of…
Non-formal education and new partnerships in a (post-)conflict situation
Educators in non-formal vocational education and training in Mozambique
Interest in vocational education and training (VET) is growing. This can be attributed to global socio-economic developments requiring continuously changing knowledge and skills. Adult education and training, particularly in non-formal education (NFE) contributes to provide these skills and knowledge for youth and adults. This puts pressure not only on programmes and facilities, but also on the educators. How do they cope with the changing demand…
The Education-to-Work Transition of Young Rural–Urban Migrants in Kathmandu, Nepal
This article examines the experiences of youth transitioning from education to work, within the specific context of rural–urban migration in Nepal. This context is chosen as, compared to developed countries, experiences in developing ones have remained under-researched in the transition studies literature. The study is informed by a biographical research approach, using qualitative longitudinal life (hi)story methods, with a view to revealing loc…
Opportunities and barriers for young rural–urban migrants transitioning from education to work in Kathmandu, Nepal
This paper explores the opportunities and barriers encountered by young rural–urban migrants as they transition from education to work in Kathmandu, Nepal. It explores the opportunities available to both male and female youth during their transition from education to work and how these opportunities positively influenced their trajectories. On the other hand, the study also presents the barriers experienced by both male and female youth that may …
Figuring it out’. Continuity or discontinuity of work in young rural-urban migrants’ education to work transition in Kathmandu, Nepal
Although youth research has highlighted the importance of a holistic understanding of the changing nature of youth education to work transitions, few studies have examined these transitions from a process perspective. In this study on continuity and discontinuity of work, the process perspective proved to be useful to analyse the education to work transition of rural-urban migrants in Kathmandu, Nepal. Qualitative longitudinal data, consisting of…
‘I need to switch the job’. Young rural-urban migrants’ perceptions about their job during their education to work transition
Young people’s choices and decisions during their education to work transition reflect their perceptions about work. Empirical studies of these perceptions of young rural-urban migrants are limited. This article explores the perceptions of young rural-urban migrants working at call centres in Kathmandu and the way these perceptions are associated with socio-cultural values and beliefs. The dominant perceptions found among young rural-urban migran…
Conditions for successful adult learning systems at local level
Adults must continually learn to navigate the challenges of society and the job market. This lifelong learning is vital, particularly for vulnerable adults, and should be fostered in their living and working environment. In this article, we present a literature review exploring the conditions of conducive learning environments at meso-level, being the socio-spatial learning infrastructure constituted by learning providers, policies and interventi…
Sustainable fishing, lifelong learning and youth entrepreneurship
From Likes to Lifeworlds
As youth workers increasingly offer support and guidance within digital environments, the question arises as to what impact this support has on the (online) lives of young people. This paper explores the contribution of youth work practice in the online lifeworld on young peoples’ development, building on previous studies concerning youth work outcomes and the developmental needs of young people. A qualitative research design was employed, includ…
Exploring card-sorting potential to uncover the interplay between adult learners’ motivations and barriers to (start to) learn
Scrolling with young people
“I Never Thought I’d Do This. It's So Empowering”
Stimulating adults to learn is a significant challenge, particularly for vulnerable groups with limited education, socioeconomic disadvantages, or marginalized backgrounds. While research highlights barriers and motivations for adult learning, less attention has been given to the transitions adults undergo and the factors shaping these processes. Based on 69 interviews with underrepresented learners in the Netherlands and informed by the capabili…
Initiating self-directed lifelong learning through participatory action research with young Ugandan fishers at Kigungu on Lake Victoria
Political science (10 obras) · Sociology (10 obras) · Pedagogy (9 obras) · Global Educational Policies and Reforms (6 obras) · Psychology (6 obras) · Economic growth (5 obras) · Geography (5 obras) · Youth Education and Societal Dynamics (5 obras) · Adult education (4 obras) · Computer Science (4 obras)