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Descriptors:
Higher Education; Foreign Countries; Labor; Labor Market; Vocational Education; College Graduates; Education Work Relationship; Educational Policy; Comparative Education; Track System (Education); Educational Attitudes

Abstract:
In this paper we investigate the determinants of regret of study program for tertiary education graduates in Spain and the Netherlands. These two countries differ in their educational system in terms of the tracking structure in their secondary education and the strength of their education-labor market linkages in tertiary education. Therefore, by comparing Spain and the Netherlands, we aim at learning about the consequences that the two educational systems might have on the regret of study program in tertiary education. Basing on the psychological literature on regret, we derive some expectations on the determinants of regret of study program. Results reveal that both, education track and education-labor mismatch of tertiary education, are important determinants of the likelihood of program regret. Results allow us to derive some policy recommendations on the tertiary education system. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Foreign Countries; Human Resources; Education Work Relationship; Reading Skills; Adolescents; Young Adults; College Bound Students; College Preparation; Labor Market; Enrollment; High School Graduates; Undergraduate Study; Scores; College Students

Abstract:
Over the last decade, Canada has experienced a substantial increase in the number of individuals participating in post-secondary education (PSE). This trend emphasizes the importance of understanding the pathways leading to PSE enrolment and the competencies that are associated with them. This chapter describes a range of possible education and work outcomes at the age of 21, and the pathways that led to them. It describes the wealth of information that is available in the combination of the PISA and YITS databases. This overview provides a useful context in which to consider the complexity and importance of transitioning to postsecondary education and work. (Contains 12 tables, 3 figures, 1 box and 11 footnotes.) [This research paper was prepared for Human Resources and Skills Development Canada by Tomasz Gluszynski Human Resources and Skills Development Canada and Justin Bayard, Human Resources and Skills Development Canada, as a background paper to the PISA Thematic Report--Pathways to Success.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Undergraduate Students; Work Experience; Longitudinal Studies; Vocational Education; Higher Education; Access to Education; Institutional Characteristics; Reputation; Part Time Employment; Education Work Relationship; Career Development; Qualifications; Program Effectiveness; Semi Structured Interviews; Job Applicants; Investigations

Abstract:
This article presents findings from an investigation into the experiences of a single cohort of students, studying on a BA (Hons) degree in Britain. It examines the students' attainment on the degree and relates this to their profile on entry, examining their previous work experiences taken as part of a vocationally focused entry qualification, and compares their progress to other students entering the same course of study with non-vocational traditional academic qualifications. The investigation assesses whether, if at all, students' pre-entry experiences have an impact on their eventual qualification. The work then follows a sample of this cohort after they graduate and enter the world of full-time work or postgraduate study, relating these experiences both to their pre-university work experiences and qualifications, any part-time employment whilst at university and/or any work experience which they may have undertaken as part of their undergraduate studies. In essence, the investigation assesses whether work experience impacts on the final awards of students and/or upon their ability to find suitable careers as postgraduates. It uses both quantitative and qualitative methods to assess the impact of previous work experience and/or vocational training and experience on eventual outcomes for the students. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Higher Education; Labor Market; Study Abroad; Educational Cooperation; Education Work Relationship; Developing Nations; Developed Nations; Outcomes of Education; College Graduates; Graduate Surveys; International Education

Abstract:
This paper examines the labor market outcomes of two different forms of cross-border higher education degree programs (i.e., study abroad vs. twinning) between Malaysia and Japan. Based on a new graduate survey, it examines whether there are differences in the labor market outcomes between the two programs and what other factors have significant effects on the labor market outcomes. We observed no significant differences in the labor market outcomes between the two programs. Instead, the degree fields, internship, and university rankings are significant for the first employment. For current work, post-graduation qualifications and skills such as English become important. (Contains 7 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Employment Level; Vocational Education; Secondary School Curriculum; Education Work Relationship; Demography; Progress Monitoring; Expectation; Longitudinal Studies; Predictor Variables; Employment Opportunities; Outcomes of Education; Gender Differences; Racial Differences; Labor Market; Vocational Maturity; Data Analysis; Developmental Studies Programs; Statistical Data; High School Graduates

Abstract:
Sparked by the current economic situation in the U.S., policymakers have begun to shift their concern from solely concentrating on the preparation of students for college to preparing them for the workforce as well. Thus, it is time for CTE to understand its impact on students' long-term trajectories. The purpose of this study was to predict employment status in 2006 (using the 1997 National Longitudinal Survey of Youth data set), based on demographic variables, high school curriculum tracks, and employment expectations. Findings indicated that general track graduates were 1.8 times more likely than CTE track graduates to be employed. Implications of this study point to the pressing need for further research on employment outcomes of CTE graduates and the importance of high school students gaining skills for employment. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Human Capital; Labor Market; Education Work Relationship; Vocational Education; Neoliberalism; Cultural Influences; Outcomes of Education; Global Approach; Higher Education; Foreign Countries

Abstract:
In this introduction to the special issue, the author examines the wider context within which vocational education and training (VET) is set and the surrounding debates. He considers the prominence of neoliberalism and notions of competitiveness, crisis, skill and knowledge. Despite differences between systems of VET with respect to their reach and specificity, whether this be global, regional or local, they are for the most part set within the hegemony of neoliberalism. VET aligns with other debates in that education is construed as pivotal to the pursuit of competitiveness and is deemed to have a central role in developing the human capital required by a dynamic and forward-moving economy. The papers in this special issue explore a number of questions surrounding VET and its on-going transformation. They point to the diverse and contested nature of VET and its uneven relationship to the labour market as well as to the formation of occupationally framed dispositions and subjectivities. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Education Work Relationship; Postsecondary Education; Vocational Education; Higher Education; Labor Market; Educational Mobility; Age Differences; Change; Qualifications; Student Educational Objectives; Surveys

Abstract:
This paper examines the relationships between post-school educational fields and sectors and labour market considerations that appear to shape students' study decisions. It was found that pathways taken vary considerably by age, suggesting changes over time to patterns in tertiary education towards greater participation overall, a greater extent of multiple qualifications and a larger proportion of higher education programs as distinct from VET programs. It was also found that pathway use varied considerably by field and by age group in ways related to labour market conditions. Additional tables are appended. (Contains 10 figures and 8 tables.) [This document was produced by the authors based on their research for the report "Missing Links: The Fragmented Relation between Tertiary Education and Jobs" (ED536627). Funding for this paper was provided through the Department of Industry, Innovation, Science, Research and Tertiary Education.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Persistence; Job Search Methods; Labor Market; Graduate Students; Higher Education; Career Development; Foreign Countries; Career Centers; Interviews; College Graduates; Employment; Education Work Relationship; Student Experience; Learner Engagement; Job Applicants

Abstract:
Purpose: The paper seeks to provide perspectives on the job search expectations and job seeking strategies of Australian graduates, including their perceptions of University Careers Centres (UCCs). Design/methodology/approach: A total of 45 new graduates and representatives of five UCCs were interviewed. Findings: Both Australian graduates and UCCs are aware of the misalignment between graduates' high expectations and job search realities, but currently do little to proactively redress it. The study also found major inconsistencies between the viewpoints of graduates and UCCs regarding the usefulness of UCCs, as not only did most graduates not use these services, they were often completely unaware of them. This suggests that many graduates find employment based on learning through adversity and persistence rather than good career management. Research limitations/implications: The research interviewed a small number of new graduates across many disciplines. Focussed interviews from more students in specific discipline areas would be useful. Practical implications: UCCs should develop strategies for engaging students in the career seeking process early in their studies, and promote the availability and utility of their services. In addition, strategies should be developed to increase students' awareness of the realities of job and career seeking, and to develop their resilience in this area. Originality/value: The paper increases understanding of student experiences when job seeking, which can be used by universities and UCCs to better prepare students for, and support students during, this process. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graduation Requirements; Accountability; Graduation; Elementary Secondary Education; Global Approach; Academic Achievement; College Preparation; High Schools; State Standards; Academic Standards; High School Graduates; Educational Policy; Student Evaluation; Education Work Relationship; High School Students; College Entrance Examinations; State Surveys; Educational Change; Educational Improvement; Career Readiness; College Readiness; Alignment (Education); Higher Education; Algebra

Abstract:
At the 2005 National Education Summit on High Schools, governors from 45 states joined with business leaders and education officials to address a critical problem in American education: Too few students graduate from high school prepared for the demands of college and career in an increasingly competitive global economy. Since then, to monitor and report on state progress in adopting policies that prepare "all" students for their next steps after high school graduation, Achieve has conducted an annual survey of all 50 states and the District of Columbia on key college- and career-ready (CCR) policies, including aligning standards, graduation requirements, assessments, and data and accountability systems with the expectations of postsecondary institutions and employers. With policy adoption nearly universal in many of these critical areas, for the first time this year's survey and report also address issues regarding the implementation of these policies. This report provides an overview of the progress states are making--as well as draws attention to key issues states should consider as adoption and implementation work continues. Appended are: (1) Achieve Resources; and (2) Methodology. (Contains 22 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Knowledge Management; Management Systems; Needs Assessment; Industry; Labor Market; Foreign Countries; Vocational Education; Competence; Education Work Relationship; Employment Qualifications; Job Skills; Questionnaires; Likert Scales

Abstract:
A competence management system (CMS) was devised to assist the registration of competencies in the textile and clothing sector, starting in the four EU countries of Portugal, Slovenia, the UK and Denmark, further leading to the European network. This paper presents the design and development framework assisting international multicultural environments at the system, organisational and individual levels. Education and training providers are facing demands of the industry and labour markets internationally. The CMS is assisting the transparency, recognition, mobility and partnership between education and training providers, the industry and stakeholders at the international level. For individual users, CMS has proven to be very effective in providing the overall status of competence profile and professional development needs. At the organisational level of employers, the identified functions include the improved overall knowledge management, and a more efficient competence needs assessment and transparent exchange within the larger environment and labour market. As regards the system level, the competence framework at the national level, and the transparency and recognition at the international level, had proven to be efficient at application in the labour market. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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