The Welfare State and Life Transitions
Show Less

The Welfare State and Life Transitions

A European Perspective

Edited by Dominique Anxo, Gerhard Bosch and Jill Rubery

This timely book reveals that new life courses are found to require more, and not less welfare support, but only Sweden has developed an active life course approach and only three more could be considered supportive, in at least some life stages. For the remainder, policies were at best limited or, in Italy’s case, passive. The contributors reveal that the neglect of changing needs is leading to greater reliance on the family and the labour market, just as these support structures are becoming more unpredictable and more unequal. They argue that alongside these new class inequalities, new forms of inter-generational inequality are also emerging, particularly in pension provision.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 2: The UK Welfare State: More than Residual but Still Insufficient

Jill Rubery


Jill Rubery Analysing the UK’s social model through the lens of the support it provides for key life course transitions has a number of advantages. First, it illuminates the strengths and weaknesses of welfare systems that may not be revealed when welfare regimes are classified as a whole (EspingAndersen 1990). For example, the UK is often classified along with the US as a residual welfare model, which may not adequately capture the characteristics of the UK welfare system.1 Second, the approach reveals the interactions between three key elements of the UK model, as commonly classified – its residual welfare model, its flexible labour market and its weak family system. Finally, by focusing on the changing mix and levels of support at these life stages, the potential impact of current and planned changes by gender, class and generation may be identified. As this is prospective as much as current or retrospective, the analysis will be more indicative than detailed and quantified. TRANSITION FROM SCHOOL LEAVING TO HIGHER EDUCATION OR FIRST EMPLOYMENT Traditionally the UK school-to-work model split into direct entry into employment for the majority and entry into an elite higher education system for a minority. The move to a more mass higher education system since the early 1990s, with a target for 50 per cent of the cohort to attend higher education, marked a major change in this model. Change for those young people still not entering higher education has been less significant as training opportunities in the workplace remain limited...

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.