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Tutoring and mentoring programs may be a promisingintervention to help at‐risk children who may be in need of a positive influence in their lives. The purpose of the current study was to examine the contribution of tutoring to at‐risk adolescents' self‐efficacy and future career expectations. Ninety‐eight tutees and 147 college student tutors completed the Self‐Efficacy Questionnaire for Children, the Work and Education subscale of the Future Expectations Scale for Adolescents, and a background questionnaire twice: first at the beginning and then toward the end of 8 months of tutoring. Both tutees and tutors reported higher levels of tutees' social and emotional self‐efficacy as well as future expectations toward the end of the year. Tutors also reported higher levels of tutee academic self‐efficacy. Increased self‐efficacy was associated with increased levels of future expectations. Changes in academic and social self‐efficacy predicted changes in tutees' future career expectations. Implications for theory and research are discussed. [ABSTRACT FROM AUTHOR]

This study explores the impact of adolescent part-time work experience on problem behaviors in the South Korean context. To achieve this, propensity score matching ( PSM) analyses were employed based on data from the Korean Education Employment Panel ( KEEP). Results indicate that adolescents' part-time employment during their secondary school years had significantly undesirable effects on drinking and smoking, even after preexisting differences between the two groups (i.e., those adolescents who participated in part-time work and those who did not) were controlled by PSM. However, an insignificant difference was detected in the likelihood of running away from home. Implications of the results are discussed in terms of changes in the meanings of adolescence and of participating in part-time work in South Korea. [ABSTRACT FROM AUTHOR]

In this article we examine how 19 students in creative arts disciplines in two universities experience work in not‐for‐profit and public sectors. We explore the notion of transfer from university education and suggest that 'creative transfer' is taking place, often in more than one direction. Students draw on their life‐wide experiences as they deem appropriate in new situations and also vicarious learning from university settings. The extent to which creative transfer happens is, we suggest, tempered by relational affordances between the individual, the people they encounter, the opportunities they perceive in new situations and the value or reward perceived in the new work environment. These findings have implications for supporting students in practice‐based learning and work settings and we provide some recommendations for maximising the potential for multi‐directional transfer. [ABSTRACT FROM AUTHOR]

Child labour in India has long been the focus of research, policy concern and intervention. This article presents an analysis of children’s involvement in agricultural work, particularly cottonseed production, drawing on evidence gathered for Young Lives in 2007 and 2008. In parts of Andhra Pradesh, children work in cotton fields for two or three months of the year, with marked gender and age differentiation. In the mid-1990s, there was reportedly a cultural as well as an economic basis for children’s work in cottonseed pollination, when it was believed that pre-pubescent girls were preferred, as they were considered ‘pure’. However, the reasons for preferring children are now largely financial and practical. The article focuses on accounts from two girls who highlighted the importance of this form of work in their everyday lives and its consequences for their schooling. [ABSTRACT FROM AUTHOR]

This article explores the role of national institutional factors – more specifically, the level of skill transparency of the education system and labour market coordination – in accounting for cross-national differences in the relationship between education and occupational status. Consistent with previous research, our findings suggest that skill transparency is the primary moderator. Countries with a highly transparent educational system (i.e., extensive tracking, strong vocational orientation, limited tertiary enrolment) tend to be characterized by a strong relationship between education and occupational status. These findings hold even after controlling for the level of labour market coordination. Nevertheless, we also find that labour market coordination plays an independent role by dampening the effect of education on occupational status. Taken together, these results suggest two quite different policy implications: (1) strengthening the skill transparency of the education system by increasing secondary and tertiary-level differentiation may strengthen the relationship between education and occupation, regardless of the level of coordination, and (2) increasing labour market coordination could lead to improved social inclusion and a reduction in inequalities related to educational attainment. [ABSTRACT FROM AUTHOR]

Postmodern approaches to career counseling are becoming increasingly popular. Part of the impetus for the postmodern view has involved perceived problems in the assumptions and application of the modern approach. Two points of view have emerged: (a) the modern and postmodern approaches are incompatible, and the postmodern approach is superior to the modern approach and (b) the modern and postmodern approaches are compatible, each with specific benefits and limitations, and individual needs and cost-effectiveness should govern the decision of which approach to use. Key issues to examine in this discussion are standardized career assessment, aggregate career information, matching, and cost-effectiveness. [ABSTRACT FROM AUTHOR]

The future of noncredit workforce education programs looks bright but organizational, funding, and accountability issues remain. [ABSTRACT FROM AUTHOR]

El Estudio Internacional de Tendencias en Matemáticas y Ciencias de 2003 revela que el trabajo del estudiante merma más su rendimiento escolar en unos países que en otros. Es probable que las diferencias se deban a las circunstancias nacionales en cuanto a necesidades y posibilidades de trabajo. Los autores, basándose en una encuesta estadounidense de 2004, confirman que el trabajo influye en el rendimiento en matemáticas: trabajar hasta diez horas por semana tiene consecuencias positivas ligeras, mientras que hacerlo de veinte horas en adelante tiene un efecto negativo considerable. Después someten aprueba la posible endogeneidad de la decisión de trabajar. [ABSTRACT FROM AUTHOR]

Dyslexia support is likely to be in place for students within educational establishments in England. However, there are a significant number of adults with dyslexia in the English workplace who are no longer involved in education and for whom ongoing support is necessary to enable them to reach their potential in a world of increasing literacy demands. Legislation has led to significant moves towards inclusion in the English workplace, but there has been a lack of public recognition of the concerns and needs articulated by adults with this invisible disability. The formation of local voluntary groups provides one model of support for adults with dyslexia. This article examines the setting up of one such group and highlights issues involved in this process. The nature of the group structure and the support offered is discussed, including its impact on the individuals concerned. Finally, the author makes recommendations for stakeholders in the inclusion of adults with dyslexia. [ABSTRACT FROM AUTHOR]

The article discusses the role of constructivist Systems Theory Framework (STF) in career theory and career counseling. It cites the derivation of career developments and the qualitative career assessment instrument from My System of Career Influences (MSCI). Moreover, it provides overview on STF, description of MSCI and the illustrates the use of MSCI in counseling process. In addition, a career study that depicts on the applications of MSCI in individual adolescent guidance is also presented.

The article cites the professional background of engineer David Valentine Tiedeman. His education resume includes a doctor of education degree from Harvard University in 1949. Tiedeman's work experience includes vice president at the New Careering Institute Inc., faculty associate at the Walden University and president at the National Institute for the Advancement of Career Education. Moreover, the executive's professional affiliations at the American Educational Research Association, American Psychological Association and National Council on Measurement in Education is also presented.

The relationship between higher education and employment is commonly interpreted in terms of the extent to which the higher education sector is providing graduates with the knowledge and skills to match employment needs. It is assumed that a mismatch between working in a job and level or field of education limits the use of skills, with adverse effects on both productivity and earnings. This article examines this assumption on the basis of five countries from the European graduate survey (CHEERS data). Although the analysis shows that educational and skill mismatches are indeed related, mismatches by no means imply mismatches between available and required knowledge and skills. The results indicate that traditional approaches of mismatches have to be adapted to more flexible forms of relationships between higher education and work. [ABSTRACT FROM AUTHOR]

Renewed public interest in the relationships between higher education and the world of work and a deficient data base contributed to the decision to undertake a major comparative study on graduate employment and work. In the framework of the CHEERS study, supported by the European Commission’s TSER programme, some 40,000 graduates of the academic year 1994/95 from 11 European countries and Japan were surveyed about four years later. The study paid attention to the transition to employment, the employment situation during the first four years after graduation, the links between competences acquired and work tasks, as well as the professional impact of values and orientations. Altogether, the findings indicate major North-South differences of graduate employment in Europe, but less clear findings as far as work assignments and retrospective views of higher education are concerned. They show on average a more favourable employment and work situation than the public debates suggest, few signs of European convergence, for example with respect to preference for generalists or professionals, and a high weight of intrinsic values. [ABSTRACT FROM AUTHOR]

College graduates and employers alike have expressed dissatisfaction with the lack of job competencies of new graduates. Both groups suggest that institutions of higher education must do a better job of preparing their students to meet workplace challenges. The author describes the problem and presents a model that is delivered via distance education at one university. One of the major goals of the program presented is to ease the transition of college graduates to the workforce. The practical suggestions are appropriate for practitioners who work with this population, and they can be adapted for individual or group counseling. [ABSTRACT FROM AUTHOR]

The transition from childhood to adulthood is a challenging period in the lives of youngsters with Down syndrome. In this paper, I provide a comprehensive overview of the transition period, including relevant biomedical, behavioral, educational, vocational, recreational, and other developmental issues. The specific medical concerns include weight gain, atlantoaxial instability, thyroid dysfunction, skin disorders, cardiac conditions, sleep apnea, and psychiatric disorders, all of which occur at increased frequency during the transition period. Of utmost importance is the preparation of young people with Down syndrome during their school years for the world of work and their optimal participation in community life. This gives rise to issues such as the development of healthy self-esteem, becoming increasingly more independent, and involvement in various leisure or recreational activities. The ultimate goal for people with Down syndrome who progress through a well- planned transition period is to live well-adjusted and happy adult lives. These individuals should be offered a status that observes their rights and privileges as full citizens in a democratic society and that, in a real sense, preserves their human dignity. [ABSTRACT FROM AUTHOR]