ABSTRACT
In Part II we consider how concepts of education, training, employment, and guidance are being transformed through the emerging emphasis on 'activation', and with what intended and unintended consequences. We now open up the full landscape of the projects we studied in depth. We reveal subtle yet powerful ways in which taken for granted assumptions, perceptions, and possibilities relating to what might constitute 'effective' education, training, employment, and guidance interventions with young unemployed people are being de-stabilized. We suggest how traditional notions of time, space, and the nature of work are being destabilized, not only in the labor markets in a globalizing economy, but also in these activation projects.
