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Currently, 3% of the early year's education workforce is male, a figure that has remained stubbornly resistant to change over the last four decades. Research has shown that support is key to increasing the number of male employees in this sector. In recent years, there has been an increase in the demand for male-only support activities, such as men-only training courses, or support groups. Whilst these methods are popular in order to establish gender-diverse workforces, an inherent danger is that single-sex support can exacerbate binary thinking and entrench gender differences. This paper explores the role of single-sex support in gender diversifying the early year's workforce and asks when, and for whom, such spaces may be effective or valuable. The discussion is based on data collected during the GenderEYE project, which aimed to look at strategies for, and understandings about, the recruitment and support of male early childhood education professionals. [ABSTRACT FROM AUTHOR]

This article analyzes the link between education and work in Argentina's automotive industry. It studies the evolution of occupational dynamics, based on the characterization of educational profiles deployed in various labor segments from 2006 to 2019. The article sustains that professional training offers spaces for acquiring and/or updating knowledge in a diversified system, with representative actors involved in the institutional mechanisms of education and work. Based on documentary analysis and the processing of secondary statistical data from official sources, the conclusions support the pertinence of institutional participation and mechanisms for defining the link between education and work, in which the development of professional training is central. [ABSTRACT FROM AUTHOR]

This article analyzes the academic and employment trajectories of Uruguayans with doctoral degrees in the social sciences and humanities, based on information from the First Census of Doctoral Degrees in Uruguay, carried out in 2017. The Uruguayan case combines the delayed development of graduate study with high rates of emigration. The project explores contextual, institutional, and occupational aspects. The results indicate that 90% of the respondents in the areas of interest earned their degree abroad, and that 70% reside in Uruguay. The proportion of females has increased significantly in recent generations. Unemployment is low and most work in academic institutions. In some disciplines, professional performance is more extensive, while the humanities face serious difficulties in the availability of fulltime work in research institutions. The differences are reflected in reported job satisfaction. [ABSTRACT FROM AUTHOR]

Background: The majority of existing transition planning programs are focused on people with a disability in general and may not meet the specific need of adolescents on the autism spectrum. In addition, these interventions focus on specific skills (e.g. job readiness or self-determination) rather than the overall transition planning process and there are methodological limitations to many of the studies determining their effectiveness. The Better OutcOmes & Successful Transitions for Autism (BOOST-A™) is an online program that supports adolescents on the autism spectrum to prepare for leaving school. This study aimed to determine the effectiveness of the BOOST-A™ in enhancing self-determination. Methods: A quasi-randomized controlled trial was conducted with adolescents on the autism spectrum enrolled in years 8 to 11 in Australian schools (N = 94). Participants had to have basic computer skills and the ability to write at a year 5 reading level. Participants were allocated to a control (n = 45) or intervention (n = 49) group and participants were blinded to the trial hypothesis. The intervention group used the BOOST-A™ for 12 months, while the control group participated in regular practice. Outcomes included self-determination, career planning and exploration, quality of life, environmental support and domain specific self-determination. Data were collected from parents and adolescents. Results: There were no significant differences in overall self-determination between groups. Results indicated significant differences in favor of the intervention group in three areas: opportunity for self-determination at home as reported by parents; career exploration as reported by parents and adolescents; and transition-specific self-determination as reported by parents. Conclusions: Results provide preliminary evidence that the BOOST-A™ can enhance some career-readiness outcomes. Lack of significant outcomes related to self-determination at school and career planning may be due to the lack of face-to-face training and parents being the primary contacts in the study. Further research is needed to determine effectiveness of the BOOST-A™ related to post-secondary education and employment. Trial registration #ACTRN12615000119594 [ABSTRACT FROM AUTHOR]

Not in education, employment or training (NEET) is a contested concept in the literature. However, it is consistently used by policy-makers and shown in research to be associated with negative outcomes. In this paper we examine whether NEET status is associated with subsequent occupational scarring using the Scottish Longitudinal Study which provides a 5.3% sample of Scotland, based on the censuses of 1991, 2001 and 2011. We model occupational position, using CAMSIS, controlling for the influence of sex, limiting long-term illness, educational attainment and geographical deprivation. We find the NEET categorisation to be a strong marker of subsequent negative outcomes at the aggregate level. This appears to be redolent of a Matthew effect, whereby disadvantage accumulates to the already disadvantaged. Our results also show that negative NEET effects are variable when stratifying by educational attainment and are different for men and women. These findings confirm that there are negative effects on occupational position associated with prior NEET status but that outcomes are heterogeneous depending on levels of education and gender. [ABSTRACT FROM AUTHOR]

This article deals with the relation between education and work on the basis of an empirical inquiry performed among university students. The data were obtained through a questionnaire applied to undergraduate students of selected courses of a public university in Paraná State. The results present the characterization of these students in terms of employment from the moment they begin their studies until graduation, as well as the prospects in the areas of work and education. They also discuss the students' perceptions of the labor market and its relation with school education. The use of theoretical references in the area and the comparison of the empirical data with other similar studies and official statistics show that in spite of the social pressure for young people to pursue a university degree, this in itself does not guarantee their insertion in the labor market or better work and salary conditions. [ABSTRACT FROM AUTHOR]

This article is aimed to show differences in quality of life regarding education and employment in a given area. The research hypothesis assumes the presence of the difference in quality of life across Poland and of interrelation between the quality of life and the living standards. The studies were conducted on a group of respondents selected intentionally from three provinces. The provinces were selected using a multidimensional analysis and the criterion for selection was the living standards of Polish residents. The studies were conducted as part of the individual Research Grant launched in 2011 under the title: "Living standards and quality of life among Polish residents" 1708/B/H03/2011/40 from the Ministry of Science and Higher Education. [ABSTRACT FROM AUTHOR]

The article discusses the relationship between education and employment. Topics discussed include science and technology as pillars of civilization, the involvement of European Union countries in promoting lifelong education for lifelong learning, and the computer science revolution which is essential in the learning process. Also mentioned are the four categories of learners which are young students, aged students, graduates and those seeking employment diversification.

Highlights: [•] We decompose ethnic schooling and employment gaps in endowment and pure ethnic parts. [•] We take schooling delay into account and identify when pure ethnic gaps arise. [•] The pure ethnic gap in schooling outcomes if delays are neglected is small. [•] The pure ethnic gap in schooling outcomes if delays are taken into account is substantial. [•] The pure ethnic gap in the school-to-work transition is substantial. [ABSTRACT FROM AUTHOR]

Highlights: [•] Skills are key to improving economic performance at individual and macro levels. [•] Education and training is the key to improving skills. [•] Projections can help ensure education and training delivers the right skills. [•] Systematic anticipation of the future can help inform career choices and decisions. [•] But education is not just about preparing people for work. [ABSTRACT FROM AUTHOR]

This article aims at assessing the effects of the EES on youth labour market outcomes in the EU-15 countries within the recent decade. With the European Employment Strategy, which was established in 1998, and the Lisbon objectives in education and training, which came into force in 2000, the European Union among other topics started focussing on young people and their chances in entering and succeeding the labour market. The political instrument for the implementation was the Open Method of Coordination (OMC), which aims at taking into account different complex institutional frameworks while formulating common targets that have to be reached using different policies. The analysis of the effects looks at both the output (i.e. the implementation of youth employment policies) and at the outcome dimension (i.e. youth labour market indicators). Within the field of school-to-work transitions, like in other fields of social and employment policy, effects of the EES on the policy making process can be observed, while the effect on the outcome dimension - that is the relative youth unemployment and the employment rate among 15 to 24 years old people - hardly can be detected: Regarding the youth policies that were set up by the national governments, it can be shown that youth labour markets and their institutional frameworks between countries differ in the same way as the effects of the EES and the policies, and so do the outcomes. However, some general trends can be observed. The switch from employment to education issues might be one reason for the lack of empirical success regarding youth labour market indicators. The concentration on education issues has overshadowed the youth labour market policies, which appears in the non-development of such policies as well as in the lack of any empirical outcome effects. Finally, the main result is that, for the EU-15 countries, the assumption that the EES has affected policy making processes could be supported. Furthermore, the degree of effectiveness with respect to the policy making process depends on the degree of pre-existing compliance between the EES and [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including status quo of the European Employment Strategy (EES), work and education, and work and retirement.

Purpose: The objective of this study is to investigate and characterize principals' backgrounds, individual and school level factors associated with leadership stability, and principal career paths and exit behaviors in Missouri. Method: In this study, the authors construct two data sets of practicing school principals in the state of Missouri: (a) one consisting of approximately 2,700 school principals across grade levels for each year from 1999 to 2006, and (b) one consisting of three cohorts of principals who were new to a given school in 1999, 2000, and 2001. With the first data set, the authors construct "stability" ratios identifying the amount of time a principal spent in any given school as a percentage of the total time that principal was in the data set. With the second data set, the authors create indicators of the time period at which a cohort member (a) left the principalship altogether (in Missouri), (b) made a first move to another school, or (c) made a second move to another school. Using the first data set, the authors estimate truncated regression models to identify the relationship between principal characteristics, school context, and principal stability. Using the second data set, they estimate Cox Proportional Hazard models to determine the relationship between principal characteristics, school context, and exit or move behavior. Findings: The authors find that a principal's relative salary, compared to peers in the same labor market, exerts a consistent influence on stability--the higher the salary, the more likely a principal is stable and less likely he or she is to move to another school. Principals were able to leverage school-to-school moves for an average change in relative salary of about +5%. The authors also find that school racial composition--specifically percentage of students who are Black--may lead to instability and greater likelihood of a second move and that middle school principals are less stable. [ABSTRACT FROM AUTHOR]

The paper questions the link that policy-makers assume exists between qualifications and access to employment in the creative and cultural (C&C) sector. It identifies how labour market conditions in the C&C sector undermine this assumption and how the UK's policy formation process inhibits education and training (E&T) actors from countering these labour market conditions. It demonstrates how non-government agencies ('intermediary organizations') are creating new spaces to assist aspiring entrants to develop the requisite forms of 'vocational practice', 'social capital' and 'moebius strip' (i.e., entrepreneurial) expertise to enter and succeed in the sector. It concludes by identifying a number of: (a) new principles for the governance of E&T at the national level; (b) pedagogic strategies to facilitate 'horizontal' transitions into and within the C&C sector; and (c) skill formation issues for all E&T stakeholders to address. [ABSTRACT FROM AUTHOR]

The article discusses opportunities associated with summer employment for youths with cognitive disabilities. It points out that summer work experiences do not compete with academic work and can prevent social and functional skill regression that can occur during the summer. Lack of services in summer, such as support personnel and transportation services, can contribute to missed opportunities. The article stresses the importance of planning intentionally for summer and of involving youth, teachers and family members in the planning, since these people are best equipped to know the student's strengths and interests. Summer planning, it states, should be linked with the larger goals for the student. Unconventional solutions involving existing supports and resources may sometimes be best.

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 academic performance of urban African American students continues to be a major concern. Academic achievement has been the main avenue to upward social mobility for African Americans. This study assesses the effect of attitudes, behavior, peers, and family on the academic performance of African American students living in urban public housing developments located in a large midwestern city. Results are presented from a sample of 238 African American adolescents aged 13-19 with a mean age of l5.6 years. Results suggested that youth with unfavorable attitudes toward deviance and who spend time involved in family activities are more likely to report above- average grades. As youth involvement in antisocial behavior and exposure to delinquent peers increased, they were less likely to report above-average grades. This investigation highlights the importance of examining family, peer, and individual correlates when assessing factors that influence academic performance among African American students living in public housing or similar urban settings. [ABSTRACT FROM AUTHOR]

Copyright of Cagdas Egitim Dergisi is the property of Cagdas Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article focuses on the impact of ethnic background on employment and earnings among people with a vocational education in Norway. I differentiate between three different groups: majority, first-generation non-Westerners and second-generation non-Westerners. Panel data from several public register databases of the entire population of graduates from Norwegian vocational schools from 1997 to 2001 (N = 54,453) are used. The aim of this article is to uncover ethnic inequality in the labour market among vocational graduates and try to understand these differences. By using multi-level linear and logistic regression analysis methods it is shown that the majority have significantly higher earnings than the first- and second-generation non-western ethnic minorities; however, the earning gap is closing with time since graduation. The analyses also show that the ethnic differences in earnings are minor when we compare individuals who are fully employed. Results for employment show that the first-generation non-western minorities have a lower probability for full employment as compared to the majority, but the second-generation minorities experience only a minor disadvantage. Finally, I found that the disparity in annual earnings between the first-generation non-western minorities and the majority increases with increasing non-western ethnic concentration and unemployment rate in local labour markets. [ABSTRACT FROM AUTHOR]

This paper looks at the factors associated with the decision by school students in Australia to work part-time. I find substantial variation in the probability of working across the eight Australian states and territories, as well as by remoteness. Those who live in households with low income are less likely to work. A person's ancestry is also associated with variation in the probability of working, as is the type of school they attend. This paper also looks at unemployment amongst school students. In addition to Indigenous Australians, one group of students found to be substantially more likely to be unemployed are those who live in a household where no one else is employed. Other authors have found that those who spend long hours at work have been found to achieve poorly across a number of outcomes. The biggest differences in the probability of working long hours are associated with the industry in which the student works. [ABSTRACT FROM AUTHOR]

Purpose - This paper seeks to explore gender-related behavior in relation to person-group fit, person-organization fit, and career decisions in order to identify relevant constructs and relationships and present suggestions for further research. Design/methodology/approach - A model was developed based on a review of several literature bases including gender theories, gender enactment, person-group fit, and person-organization fit. Findings - Propositions for future research were developed and focus on the relationships influencing an individual's perceptions of person-group fit, person-organization fit and career decision making. It is proposed that a deviation from a group's collective gender orientation and accepted behaviors is likely to be met with unfavorable perceptions by group members and impact person-group fit, person-organization fit, perceived stress, self-efficacy, and career decision making. Practical implications - Managers and supervisors can use ideas presented in the model and paper to better understand nuances of gender-related behavior and its potential impact on behavior and perceptions in the workgroup and organization. Diversity managers and training professionals could incorporate aspects of gender-related differences into training programs, and individuals might use some ideas presented in this paper to consider the important implications of person-group and person-organization fit to career success. Originality/value - The model developed in this paper is a unique perspective combining historical perspectives on gender and gender-related behavior and workplace concepts such as person-group and person-organization fit to identify the potential impact of gender-related differences at work. [ABSTRACT FROM AUTHOR]

Copyright of Sociologias is the property of Universidade Federal do Rio Grande do Sul and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The labour and income gap among those who possess different education levels has been growing steadily. The new productive pattern promoted since the 80's seems reluctant to absorb a work force that is not highly qualified. The traditional fordist worker has been replaced by employees who must have more autonomy, responsibility, functional variety and a continuous labour qualification, implying an increasing education for work, as a result of their formal education, their non-formal training and the knowledge obtained during their working career. In situations of high unemployment and poverty, as it happens in Argentina, the characteristics described face a reality where workers expelled by the productive transformations need to acquire more qualifications and to find new employments; young people who look for their first job, can't find it; or, women in precarious labour condition and with lower salaries than their male partners, even with the same job, combine their own situations with their belonging to a layer of vulnerability or social exclusion. Therefore, those classes, coming from households that suffer from structural scarcities or low incomes, or both, feel unable to gain a suitable education and also endure the mechanisms of social selectivity with which the labour market operates. [ABSTRACT FROM AUTHOR]

The concept of the school-to-work transition is a recent development, associated with change, waiting, and uncertainty. The route from schooling to employment is often depicted nowadays as long and perilous, unlike the short and direct routes presumed available to previous generations. The school-to-work agenda embraces many long-standing issues concerning schooling, employment, and training. This paper discusses research findings for seven advanced economies. Although analytical evidence has traditionally been confined largely to the U.S., a European literature as emerged lately. The analysis of different national experiences promises two benefits. School-to-work issues vary by country. There are two primary foci in the U.S. structural joblessness among disadvantaged non-white youth, the traditional concern of economists, and vocational preparation for non-college-bound youth, the traditional concern of educationists. Although analogous issues arise elsewhere, in other countries socioeconomic disadvantage tends to be less damaging and vocational preparation more highly developed. The research findings considered here are drawn mostly from microeconometric studies that address the problem of selection bias.

Between 1985-90, metropolitan Los Angeles received about 400,000 working immigrants and about 575,000 working native in-migrants. We subdivide these native- and foreign-born migrants by national origin and ethnicity to examine the processes that channel recent arrivals into different industrial sectors. Our analysis extends previous research on migrant employment and the ethnic division of labor in two ways. We compare the employment of recent arrivals to residents for several groups across a large, diverse, regional economy. We also consider the role educational qualifications play in the allocation of different migrant groups to jobs at this aggregate analytical scale. The results show that both native- and foreign-born groups channel into particular industrial sectors. The strength of group channeling, however, varies by national origin and ethnic group. Native-born in-migrants are more likely to channel into the industries where their co-ethnic residents work than immigrant newcomers. We also find some groups more likely to take jobs based on their educational qualifications (whites, blacks, Filipinos and Chinese), whereas ethnic group effects dominate the choice of industry of others (Koreans). The analysis investigates the issue of interethnic labor market competition by comparing the employment profiles of newcomers with those of resident ethnic groups. It shows that immigrants experience more interethnic labor market competition from newcomers than do native whites and blacks. [ABSTRACT FROM AUTHOR]

This paper presents a finite horizon job search model that is econometrically implemented using all of the restrictions implied by the theory. Following a sample of male high school graduates from the youth cohort of the National Longitudinal Surveys from graduation to employment, search parameters such as the cost of search, the probability of receiving an offer, the discount factor, and those from the wage offer distribution are estimated. Reservation wages and offer probabilities are estimated to be quite low. Simulations are performed of the impact of the parameters on the expected duration of unemployment. For example, it is estimated that an offer probability of unity, as opposed to the estimate of approximately only one per cent per week, would reduce the expected duration of unemployment from 46 weeks to 20 weeks. [ABSTRACT FROM AUTHOR]

The article focuses on empirical research done on the employment conditions of degree-holding sociologists. A dramatic increase in general unemployment is reported for sociologists and it is questioned whether higher education prevents unemployment. The report seeks to shed light on the destination of college-graduated sociologists as well as the periods of strained job market conditions.