PhD graduates play an important role in building Canada’s highly-skilled and innovative workforce. They have expertise and knowledge that can help tackle some of the pressing challenges of the 21st century. The report highlights the lived experiences of students and recent graduates and their entries into the workforce.
https://www.cca-reports.ca/reports/the-labour-market-transition-of-phd-graduates/
In French. Canada. Formés pour réussir
At the start of the year, the class of 2020 was expecting to graduate from college or university into a healthy labour market. Instead, the pandemic has reshaped the economy — and the career trajectories of new grads — virtually overnight. What does this mean for grads entering the labour market, and how can governments ensure they are supported?
http://blog-en.heqco.ca/2020/05/amy-kaufman-whither-new-grads-labour-market-prospects-and-outcomes-of-the-class-of-2020/
In French. Canada. Qu’en est-il des nouveaux diplômés? Perspectives et résultats sur le marché du travail de la cohorte de 2020
Analytical synthesis of the 2nd Regional Workshop for Exchange between Vocational Training Actors in Africa and their Mutual Strengthening, held in Nairobi from 18-20 June 2019.
http://www.iiep.unesco.org/en/quality-tvet-successful-training-employment-transition-africas-youth-13358
En français. Afrique. Des systèmes d’EFTP de qualité pour une transition formation-emploi réussie des jeunes en Afrique
The passage into work is a critical phase in young people’s lives, with long-term implications for the future labour market and for social outcomes. An evolving labour market adds to the complexity of trajectories, further confounding youth transitions and highlighting the importance of understanding transitions as a process.
https://www.ncver.edu.au/research-and-statistics/publications/all-publications/school-to-work-pathways
While high quality apprenticeships are recognized as a successful pathway for young people in the transition from school-to-work, there have been limited opportunities for apprentices to be represented and contribute to policy discussions at European level.
https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8245&type=2&furtherPubs=no
A guide which explains the benefits of apprenticeships for your workforce, and how the apprenticeship levy and public sector target apply to schools.
https://www.gov.uk/government/publications/a-guide-to-apprenticeships-for-the-school-workforce
Work-integrated learning provides students with the skills to prepare them for the changing labour market.
https://policyoptions.irpp.org/magazines/march-2017/linking-the-classroom-and-the-workplace/
The study:
-presents an overview of student retention and success in both Montréal and Quebec;
-discusses labour market prospects, calculates the costs of school dropouts and demonstrates, in numbers, that work-study balance is a recipe for success;
-presents twelve courses of action likely to promote work-study balance and encourage student retention
https://www.ccmm.ca/en/publications/study/student-retention-and-work-study-balance–a-solution-to-the-labour-shortage/
This report is about combining the best evidence, practices, and policies to drive a broader systems reform agenda for what works for adult learners, and trying to improve the persistently low rates at which adults transition into postsecondary credentials and better jobs.
https://www.jff.org/resources/what-works-adult-learners-lessons-career-pathway-evaluations/
This study highlights the importance of student support, perseverance and educational engagement for young Canadians aged 20 to 24 as those in this age group who do not have a high school diploma are particularly at risk of finding themselves not in employment, education or training (NEET).
https://www150.statcan.gc.ca/n1/pub/81-599-x/81-599-x2019001-eng.htm
En français. Canada. La transition des études au travail : indicateur NEET (ni en emploi, ni aux études, ni en formation) pour les jeunes âgés de 20 à 24 ans au Canada
Postsecondary students perceive a gap between the skills they think they will need in their future careers and those they are developing while in university or college.
http://www.heqco.ca/en-ca/Research/ResPub/Pages/Minding-the-Gap-Ontario-Postsecondary-Students-Perceptions-on-the-State-of-Their-Skills.aspx
En français. Canada/Ontario. Prendre conscience des lacunes? La perception des étudiants de niveau postsecondaire de l’Ontario sur l’état de leurs compétences
Collaborative relationships with local chambers of commerce can help postsecondary institutions ensure programming is aligned with labor market needs at every level and can help a college stand out as a robust training partner down the road.
https://evolllution.com/managing-institution/internal_service_partnerships/how-chambers-of-commerce-connections-can-help-align-programming-with-workforce-needs/
The results suggest that median cumulative earnings were higher among members of the more recent cohort of male and female postsecondary graduates. Increases were observed across all postsecondary levels and across most major disciplines where sample sizes were large enough to permit analysis. Also, no discipline registered a decline in cumulative earnings.
https://www150.statcan.gc.ca/n1/pub/11f0019m/11f0019m2019003-eng.htm
En français. Canada. Les perspectives de carrière des diplômés de l’enseignement postsecondaire s’améliorent-elles?
https://www150.statcan.gc.ca/n1/pub/11f0019m/11f0019m2019003-fra.htm
The main thesis is that the traditional disorganization of the educational and training system coupled with slow economic growth, rather than the supposedly low degree of labor market flexibility explain high (youth) unemployment.
http://ftp.iza.org/dp10767.pdf
High schools don’t adequately prepare students for the workforce and they should put more emphasis on teaching skills required by employers. Employers are overwhelmingly more interested in young employees with good motivation, attitude and general skills like communications than in their specific knowledge or previous work experience.
https://toronto.ctvnews.ca/high-schools-not-preparing-students-for-employment-business-group-says-1.4130382
This briefing paper looks at the requirements on schools, colleges and universities in England to provide careers guidance, the quality of the advice provided, and also the organisations working to provide careers advice.
https://researchbriefings.parliament.uk/ResearchBriefing/Summary/CBP-7236#fullreport
This article addresses the paradox that, despite achieving educational participation exceeding their male peers, young women see fewer returns for this investment in the labour market. This approach reveals the enduring power of the time structure of paid work in Australia to dominate key dimensions of life, including caring work, placing many women in a situation where they feel they must ‘choose’ career or parenthood.
http://journals.sagepub.com/doi/10.1177/1440783317700736
In 2017/2018, 73% of young Canadians aged 25 to 29 were out of school and employed, 12% were still in school and 15%, or 376,000 individuals, were not in employment, education or training (NEET). Two-thirds of the 376,000 NEET youth were inactive (not looking for work) while one-third were unemployed.
https://www150.statcan.gc.ca/n1/pub/81-599-x/81-599-x2018013-eng.htm
En français. Canada. La transition des études au travail : indicateur NEET (ni en emploi, ni aux études, ni en formation) pour les jeunes femmes et les jeunes hommes âgés de 25 à 29 ans au Canada
https://www150.statcan.gc.ca/n1/pub/81-599-x/81-599-x2018013-fra.htm
The report was elaborated with the aim to identify and summarize information about and definitions for indicators relating to the labor market and education sectors.
http://unesdoc.unesco.org/images/0025/002594/259488e.pdf
En français. Recueil des principaux indicateurs d’analyse des relations éducation formation-emploi
http://unesdoc.unesco.org/images/0025/002594/259489f.pdf
Today, there is no clear consensus view about the role of higher education in developing the skills outside the traditional discipline-specific ones. But it is clear that universities, governments and social partners in Norway have a shared responsibility to actively improve the labour market relevance of higher education.
http://oecdeducationtoday.blogspot.com/2018/06/norway-higher-education-skills-gap-labour-market.html
The report focuses on the practical challenges faced by employers and schools in implementing workplace training opportunities and it also draws on international practices for addressing specific constraints. It highlights that while a conducive policy framework is important, it is not sufficient on its own to improve the incidence, duration, and relevance of work-based learning. Efforts to strengthen work-based learning need to consider the capacity of both firms and training providers, their incentives to take part, and the support they need for their ongoing participation. International practices show that even in vocational education and training systems, where firm-based learning is part and parcel of training provision, significant resources are structurally allocated to support mechanisms to facilitate the process.
https://openknowledge.worldbank.org/handle/10986/29923
In this paper, we aim to tackle the following three questions: How do different skills acquired in vocational education and training (VET) affect employment and wages? Which skills do firms demand most? What is the value of the skills acquired in VET for workers and firms?
http://ftp.iza.org/dp11586.pdf
Work-integrated learning provides students with the skills to prepare them for the changing labour market.
http://policyoptions.irpp.org/magazines/march-2017/linking-the-classroom-and-the-workplace/
Work-integrated learning grows in popularity at universities across the country.
What’s WIL?
Work-integrated learning has a variety of definitions. According to Co-operative Education and Work-integrated Learning Canada, WIL is “a model and process of education which formally and intentionally integrates a student’s academic studies with learning in a workplace or practice setting.”
https://www.universityaffairs.ca/features/feature-article/push-bridge-school-work-gap/#_ga=2.67976921.979741770.1525714579-976207716.1518443504
En français. Canada. Faciliter la transition études-emploi
https://www.affairesuniversitaires.ca/articles-de-fond/article/faciliter-la-transition-etudes-emploi/?utm_source=Affaires+universitaires+-+Bulletin+Coup+d%E2%80%99%C5%93il&utm_campaign=366d7ede3e-EMAIL_CAMPAIGN_2018_03_08&utm_medium=email&utm_term=0_3acf7cc134-366d7ede3e-425478221
In English. Canada. Colloquium Transitions: School to work to lifelong learning, 1995
https://drive.google.com/open?id=1h9B79aHmsE9orCqx6hD_RDr18dNyXgbA
En français. Canada. Colloque Transition: de l’école au travail à l’apprentissage perpétuel, 1995
https://drive.google.com/open?id=1vuBBSf6rTVk0rkIwGIt6zixK_0kAgryV
This fact explores the situation of 15 to 19-year-old Canadians in order to further the understanding of school and labour market transitions for youth at this age, and how this first age of transition compares to 15 to 19-year-old in other OECD countries and over time. As well, provincial comparisons will be presented.
http://www.statcan.gc.ca/pub/81-599-x/81-599-x2018012-eng.htm
En français. Canada. La transition de l’école au travail : indicateur ni en emploi, ni aux études, ni en formation (NEET) pour les jeunes âgés de 15 à 19 ans au Canada
http://www.statcan.gc.ca/pub/81-599-x/81-599-x2018012-fra.htm
For an integration of initial vocational education and training (IVET) graduates into occupationally and educationally matching positions it is crucial that the IVET programmes offered match labour demand on an occupational basis.
https://ervet-journal.springeropen.com/articles/10.1186/s40461-016-0044-x
We investigate: (i) whether occupational change and unskilled entry level employment are two related transition outcomes among graduates from initial vocational education and training (IVET) in the occupational labour market of Switzerland. Our analysis further focuses on (ii) the impact of a low number of occupation-specific job opportunities on the risk of such a combined horizontal and vertical job-education mismatch, and (iii) the extent to which overall labour demand facilitates occupational changes to skilled employment.
https://ervet-journal.springeropen.com/articles/10.1186/s40461-016-0044-x
This report investigates the relationship between the extent to which a subject is vocational and the employment outcomes of its graduates. It seeks to develop understanding of how subject choice can lead to different employment outcomes.
http://www.hefce.ac.uk/media/HEFCE,2014/Content/Pubs/2018/201801/HEFCE2018_01.pdf
It has been argued that vocational education facilitates the school-to-work transition but reduces later adaptability to changing environments. Using the recent international PIAAC data, we confirm such a trade-off over the life-cycle in a difference-in-differences model that compares employment rates across education type and age. An initial employment advantage of individuals with vocational compared to general education turns into a disadvantage later in life. Results are strongest in apprenticeship countries that provide the highest intensity of industry-based vocational education.
http://ftp.iza.org/dp10298.pdf
One of the biggest challenges for students and recent graduates looking to get into the human rights field is getting the experience to be able to get that first entry-level job. Employers want to see that you have skills and experience that will be worth their time and efforts, to invest in you and make you a part of their team. Career counselors and professors will encourage you to apply for jobs, even if you don’t have the full amount of experience; and it’s true that employers are often willing to look past that 2 or 3 years’ experience qualification if you have substantial skills and credentials on your resume.
https://www.humanrightscareers.com/magazine/how-to-get-an-entry-level-job-in-human-rights/
This paper examines educational transitions and expected returns in the German education system which is characterized by rigid early tracking but with options to revise track choices at later stages.
http://ftp.iza.org/dp11080.pdf
The transition from school to work can be a difficult period associated with spells of unemployment. Data show that those who leave school early have comparatively low skills and low educational attainment and face the greatest challenges in the labour market compared to their peers who stayed in education longer. Efforts should be made to ensure that people remain in education until they complete at least upper secondary education – considered the minimum threshold for successful entry into the labour market. Remaining in education not only leads to higher educational attainment, but also fosters the skills needed to ensure a successful transition into the labour market.
http://www.oecd-ilibrary.org/education/transition-from-school-to-work_1e604198-en?utm_source=Adestra&utm_medium=email&utm_content=Transition%20from%20school%20to%20work%3A%20How%20hard%20is%20it%20across%20different%20age%20groups%3F&utm_campaign=OECD%20Education%20%26%20Skills%20Newsletter%3A%20July%2FAugust%2017&utm_term=demo
This paper investigates the effects of the labor market experience of high school dropouts four years after leaving school by sending fictitious résumés to real job postings in France. Compared to those who have stayed unemployed since leaving school, the callback rate is not raised for those with employment experience, whether it is subsidized or nonsubsidized, in the market or non-market sector, if there is no training accompanied by skill certification. In particular, we find no stigma effect associated with subsidized or non-market sector work experience. Moreover, training accompanied by skill certification improves youth prospects only when the local unemployment rate is sufficiently low, which occurs in one fifth of the commuting zones only.
http://ftp.iza.org/dp10842.pdf
This paper examines the perceptions of vocational expertise and school-to-work pathways among WorldSkills Competition (WSC) achievers and their co-workers and employers within the Finnish context.
http://www.ijrvet.net/index.php/IJRVET/article/view/206
The report calls for states to help students, their families, and employers unpack the meaning of postsecondary credentials and assess their value in the labor market.
https://cew.georgetown.edu/cew-reports/careerpathways/#full-report
By assembling a digital record of a student’s skills and academic accomplishments, ePortfolios have the potential to improve educators’ assessments of students and the ability of students to clearly communicate and connect with employers. But are they effective?
http://www.heqco.ca/en-ca/Research/ResPub/Pages/Student-Success-ePortfolio-Student-Faculty-and-Employer-Perspectives-on-the-Value-of-ePortfolios-in-Assessing-the-Develop.aspx
En français. Canada/Ontario. Portfolio électronique de la réussite scolaire : points de vue des élèves, des enseignants et des employeurs sur l’intérêt que présentent les portfolios électroniques pour évaluer l’acquisition des résultats d’apprentissage relatifs à l’employabilité
http://www.heqco.ca/fr-ca/Research/ResPub/Pages/Portfolio-%C3%A9lectronique-de-la-r%C3%A9ussite-scolaire-points-de-vue-des-%C3%A9l%C3%A8ves-des-enseignants-et-des-employeurs-sur-l%E2%80%99int%C3%A9r%C3%AAt.aspx
This article provides a five-year historical synopsis of how central government policies are impacting on careers work in England’s secondary schools. It shows attempts to reshape and re-engineer careers provision for young people, through an evolving careers experiment.
https://drive.google.com/file/d/0B5NJqo0Ayn92djFocEJVN3hUaU9HVnpETlBqcFBNaEtuYUlZ/view
A contribution of Dr Deirdre Hughes, OBE deirdre.hughes3@btinternet.com Web page Twitter
What difference does it make when employers work with education and training providers? How can employer engagement best be delivered?
Research for Practice: Papers
Presentations and Videos
http://www.educationandemployers.org/research/london-conference-on-employer-engagement-in-education-and-training-2016/presentations/
Programs to develop career skills for international students encompass both direct teaching of basics (resume writing and interviewing) and networking practice, as well as experiential and subsidized work placements on-campus.
http://contactpoint.ca/2017/02/from-book-bags-to-briefcase-international-student-transition-to-employment-in-canada/
This paper aims to survey the theoretical and empirical literature on cross-country differences in overeducation. While technological change and globalization have entailed a skill-bias in the evolution of labour demand in the Anglo-Saxon countries, instead, in other advanced economies in Western Europe the increased educational level has not been associated with a parallel raise in the share of skilled occupations, therefore generating skills mismatch. Overeducation causes a penalty to individuals in terms of earnings and employment opportunities and a waste of resources to the society at large in terms of state investment into education that do not bear its yields. Both penalties are higher not only where the demand for skill is lower, but also where school-to-work transition systems fail to effectively address the aim of generating competences rather than only education for their graduates.
http://ftp.iza.org/dp9049.pdf
Youth unemployment has increased in many industrialized countries following the recent global recession. However, this reflects not only the cyclical shock, but also the crucial role of institutions in structuring the transition from school to work. Vocational training, in particular in a dual form combining vocational schooling and structured learning on-the-job, is often considered to be one of the most important policy solutions in combating youth unemployment. The evidence available supports this perception, but the institutional requirements of a successful training system also have to be taken into account from a policy perspective.
http://wol.iza.org/articles/does-vocational-training-help-young-people-find-good-job/long
The school-to-work transition can be challenging. This guide is full of resources for First Nations, Métis and Inuit students and grads who are navigating the transition. Use this guide to learn about different career paths, success stories, unique opportunities and more.
http://talentegg.ca/career-guides/aboriginal/
Saskcareers.ca is Saskatchewan’s one-stop-shop for anyone who is planning their future path—education, career and lifestyle. Learn about yourself and your interests, discover career paths, explore education and training and connect with employment opportunities.
https://saskcareers.ca/
Educate! addresses a challenge that is far too common in many countries around the world—a mismatch between what is taught in school and what skills are demanded by the labor market. Perhaps no country faces this challenge more acutely than Uganda, which has the world’s youngest population coupled with a youth unemployment rate as high as 62 percent. The vast majority of jobs available are in the informal sector.
http://www.brookings.edu/blogs/education-plus-development/posts/2015/04/22-uganda-entrepreneurial-education-perlman-robinson?rssid=global&utm_source=feedblitz&utm_medium=FeedBlitzRss&utm_campaign=FeedBlitzRss&utm_content=Getting+millions+to+learn%3a+Providing+practical+and+entrepreneurial+education+in+Uganda
Youth unemployment across the European Union remains unacceptably high, to the detriment of current and future generations. Addressing it requires understanding its causes and then relentlessly pursuing solutions.
http://www.mckinsey.com/industries/social-sector/our-insights/converting-education-to-employment-in-europe
