Geographic dimension has a powerful influence on framing young people aspirations, educational decisions and mobility (Silva, 2014). Peripheral regions have constrains in accessing education (Bagley & Hillyard, 2015), citizenship and cultural rights, having higher levels of school underachievement and high rates of illiteracy when compared with urban centers. Young people growing up in those places are particularly affected by these disadvantages in their trajectories as youngsters and plans. At international level, legislative guidelines value the development of educational quality and equality in border territories. Similarly, equity in education and reduction in school failure are highlighted by the Organization for Economic Co-operation and Development (OECD) (2003) as a high priority in all education policy agendas. However, and recognizing that there are economic, social, cultural and educational disadvantages in border regions, at the same time is also recognized the potential of national and local practices on the daily life of their populations (Stoer & Araújo, 2000; Carmo, 2011; Silva, 2013; Silva, 2014). Since the internationalization of some guidelines, rules, or policies come along with national interpretations for its implementation (Popkewitz, 1996; Lingard & Rizvi, 2000), this paper focus on identifying how the national context re-work and re-think policy implementation in order to fulfil external demands concerning young people.
Grounded in national level research project (GROW.UP - Grow up in border regions in Portugal: young people, educational pathways and agendas – PTDC/CED-EDG/29943/2017), conducted in border regions of Portugal, this paper will focus on policy analysis in order to map priorities toward young people and to identify regional sensitive aims and recommendations.
Assuming that national policy-making is inevitably a process of bricolage (Ball, 2001) led by international commitments, it is important to analyse policy recommendations at a European and National level regarding young people living in border areas. In Portugal, recent data suggest that young people from these regions value the role of school in their pathways (Silva & Silva, 2016), although the fact that there is a higher dropout and retention rates when comparing results from the majority of schools located in border regions with those located in coastal areas (DEEGC, 2017). In addition, there are municipalities that are not providing access to compulsory education (12 years or up to 18 years old) as secondary education is not offered. This is due to regional dyssemetries and depopulation causing for inequalities of opportunities to have access and conditions to educational success. Therefore, not only some young people needs to leave their home regions to fulfill compulsory education but also the majority of them need to leave their region to continue studies for higher education (Silva & Silva, 2016). Moreover, not only formal education but also social and educational pathways in general (cultural, social, and participation opportunities) are experienced within a combination of constrains, being some related with socio economic status and other with geographic location and, therefore, an unequal distribution of opportunities.
Following a place-sensitive approach, this contribution will discuss how EU and National youth policies are addressing young people needs and documenting priorities with a particular attention on the integration in those policies of issues related to regional development and young people from border regions specific needs. We are interested in policies and measures enhancing opportunities for young people to grow up in border regions, participating at community and global level, and dealing with inequalities (e.g. prevent early school leaving) and, at the same time, have an overview about policies that are being implemented to support and engage young people in positive educational pathways and prospect their future.