Growing Up Global The Changing Transitions to Adulthood in Developing Countries (2005) / Chapter Skim
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PART I Introduction and Conceptual Framework
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17 1 Introduction In many parts of the developing world, simultaneous changes in technology, economics, culture, politics, demographics, the environment, and education have become so pervasive and globally inclusive as to create new and emergent conditions for the coming of age of recent cohorts. These changes are reaching across national boundaries and into the smallest rural communities, carrying with them both the transformative force of markets, technology, and democracy, but also the risk of marginalization.
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18 GROWING UP GLOBAL population of these regions. The population of young people of the world is quite unevenly distributed: 86 percent of all young people live in developing countries, and 71 percent of young people in developing countries currently live in Asia (United Nations, 2003b)
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INTRODUCTION 19 marriage and childbearing increase opportunities for further schooling, but they also increase the time during which adolescents are exposed to premarital pregnancy and childbearing. Young people in less developed regions are confronting opportunities and challenges unique to this historical time.
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20 GROWING UP GLOBAL experience progress and others are left behind. Although poverty rates have been declining for developing countries as a whole, significant fractions of young people still live in poverty.
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INTRODUCTION 21 and less valued. Relative and absolute poverty may increase within countries as well as across them.
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22 GROWING UP GLOBAL • identify the implications of this knowledge for policy and program interventions affecting adolescent reproductive health; and • identify research priorities that are scientifically promising and relevant for integrating adolescent research and policy. The charge to the panel was intentionally very broad because the National Academies recognized that the transition to adulthood is multifaceted and comprises multiple and interrelated transitions across different spheres of life.
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INTRODUCTION 23 We therefore emphasize in the report the interrelationships between these developmental domains and policies and programs that may affect these interrelationships. The panel defined adulthood as a set of culturally, historically, and gender-specific activities, rights, and responsibilities that people acquire over time by means of a process of transition.
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24 GROWING UP GLOBAL data for the broader age group 10 to 29. (See also Arnett, 2002, for a discussion of how transitions to adult roles are becoming delayed, creating a distinct period of "emerging adulthood" among the [minority but growing]
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INTRODUCTION 25 between adolescence and young adulthood alone; rather, interventions must engage both earlier and later developmental periods as well. The interrelationship between success in adolescence and opportunities at later phases of the life cycle is particularly salient in the case of gender inequalities that are socially and institutionally embedded.
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26 GROWING UP GLOBAL hood in developing countries is primarily on society and its institutions at the local, national, and international level, rather than on particular individuals or their families. Essential social supports for success include access to quality schooling and other educational resources outside the classroom, adequate health care, livelihood training and job opportunities, resources for civic engagement and family and community models, and supports for positive social development.
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INTRODUCTION 27 Furthermore, the panel was concerned not only about the acquisition of certain personal values and attributes necessary for success, but also about the timing and sequencing of their acquisition. When young people take on adult work or family obligations before finishing school, success may be compromised.
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28 GROWING UP GLOBAL 4. To review existing literature for insights into the longer term consequences of alternative individual and societal outcomes.
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INTRODUCTION 29 determined by some third factor, such as changing labor market opportunities, and not simply that schooling affects the age of marriage or that age of marriage affects schooling. The panel's goal of comprehensively addressing the factors that determine observed outcomes, and not just measured factors and their effects, required a systematic thoughtful and rigorous approach to the sifting of evidence (Bachrach and McNicoll, 2003; Smith, 2003)
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30 GROWING UP GLOBAL Undertaking such systematic empirical research is difficult. Many studies in the literature are not explicit about what conceptual framework is being used to interpret behavioral data and often implicitly make very strong assumptions.
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INTRODUCTION 31 and use it to guide a discussion of the key elements of global change. Because of the diversity of experiences among young people, the implications of these changes for national and local environments are illustrated using examples from the empirical literature.
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