Search

The most important factor negatively affecting individuals' success in professional music education is anxiety of unemployment. For them, graduation from university means the beginning of a life of either employment or unemployment. Job selection plans about the role in real life, friendships, fear of unemployment, and other responsibilities are some of the factors creating anxiety. The aim of this research is to discover the professional anxieties of the music teacher candidates studying in music education departments. The study sought to investigate whether the professional anxiety of the teacher candidates varies depending on their gender, income level of their families, the way they studied musical teaching, and their grades. This research is a descriptive study conducted for the purpose of determining the "anxiety levels" of music teacher candidates in Turkey. The data was collected using a personal information form and the anxiety scales for teacher candidates. The sample group of the study consisted of 80 students studying in Marmara University. According to the study, meaningful variances exist between the variables such as "gender, grade, and income level of the family" and professional anxiety levels.

The Sustainable Development Goals (SDGs) are global action plans that aim to address various problems globally in the social, economic, cultural, energy, and environmental fields. One of the global problems is the significant open unemployment rate due to the gap between graduates and available jobs. Therefore, we need an innovation in learning to train students to develop their competencies. Competency development can be done through chemoentrepreneurship-based chemistry learning (CEP). CEP-based learning is chemistry learning through projects in product manufacturing and marketing. This study aims to measure students' social and vocational skills through CEP learning. This research was conducted at Islamic Senior High School in Rembang, Indonesia. The research subjects were 47 students. The results of the N-gain test showed that the social skills of the experimental and control groups experienced an increase in the low/effective less category. The N-gain value of the experimental group's social skills was 50.06, while the control group was 41.32. The results of the N-gain test for vocational skills in the experimental group were better than those in the control group. The increase in the vocational skills of the experimental group was in the medium/quite effective category (58.32), while the control group experienced a very low/ineffective increase in the category (33.47). [Note: The issue number (1) shown on the PDF is incorrect. The correct issue number is 2.]

School absences can negatively impact a child's schooling, including the loss of teacher-led lessons, peer interactions, and, ultimately, academic achievement. However, little is known about the long-term consequences of school absences for overall educational attainment and labour market outcomes. In this paper, we used data from the 1970 British Cohort Study to examine long-term associations between school absences in late childhood and individuals' educational attainment, social class, unemployment and earnings at age 42 while adjusting for a comprehensive set of confounders. Our findings show that school absences are associated with lower educational attainment but are not associated with social class destination except for increasing the likelihood of being out of the labour force after adjusting for confounders. Individuals who missed five days of school at age 10 were 5.2% more likely to have obtained no qualifications and 4.1% more likely to be out of the labour force. However, we did not find a significant association between school absences and individuals' earnings or duration of unemployment. Our findings suggest that the detrimental consequences of school absences persist beyond schooling into adulthood. Overall, this study highlights the importance of addressing school absenteeism to promote educational and labour market participation over the life course.

Objective: The purpose of this study was to examine the associations of ADHD and ODD symptoms in adolescence with occupational outcomes and incomes in adulthood within the Northern Finland Birth Cohort 1986 (NFBC1986). Method: ADHD symptoms were evaluated at ages 15 to 16 years using the Strengths and Weaknesses of ADHD symptoms and Normal Behaviors (SWAN) scale. ODD symptoms were assessed using a 7-point scale, like the SWAN assessment. Results: Symptoms of ADHD and ADHD + ODD were associated with elevated rates of unemployment, increased sick days, and lower annual incomes compared to controls for both sexes. Symptoms of ODD were associated with higher unemployment and more sick days for males, although these associations did not reach statistical significance in their association with annual incomes. Conclusion: Symptoms of ADHD were associated with adverse occupational outcomes and lower incomes. Furthermore, symptoms of ODD were associated with occupational outcomes but not with incomes.

New Zealand National Party's 2022-2023 policy of Social Investment, which if adopted, will legitimise the management of young unemployed in the name of correcting and helping them. Zygmunt Bauman's (1989) concept of 'rational bureaucratic culture' is used to examine the aims to bring the 'abnormal' citizen into the tax-paying fold. The policy will 'manage and make productive' young welfare recipients to avoid them 'bludging' and encourage them into 'productive work', no matter how menial. Using philanthropic monies alongside funding through Vote : Social Development is a new development which removes the state's sole financing of its safety-net responsibility. It will see a new interpretation of Principal: Agency policy.

Under the shadow of the COVID-19 pandemic, it is of vital importance to explore its impact on the psychological wellbeing of the students in higher education. Accordingly, this research investigated hopelessness among students at a state university in Turkey throughout the pandemic. The research was conducted in two separate studies, one cross-sectional and the other longitudinal. Study I examined students' hopelessness level in relation to gender, job or income loss, social media use, academic unit, and grade. Study II compared students' hopelessness level during the distance and hybrid education periods. The data were collected online through Personal Information Form and Beck Hopelessness Scale in both studies. The findings of Study I indicated significantly higher hopelessness scores in females, students who experienced job or income loss, and seniors at faculties. It was also found that the level of hopelessness increased as the duration of social media use rose. In addition, Study II revealed that students' hopelessness scores significantly decreased during the hybrid education in contrast to the distance education. Based on these findings, we suggest that during distance education in times of crisis, psychological counseling and career guidance interventions should be planned and coordinated according to the characteristics of risk groups, and e-learning models offering the highest social interaction should be preferred.

Entrepreneurship plays a pivotal role in fostering job creation and economic growth, underscoring the need to encourage and support youth in establishing and developing businesses. In Tanzania, where the unemployment rate stands at 2.75% as of 2021, the rising rate (from 2.2% in 2019) necessitates a profound discussion on education for poverty reduction. This study addresses three key questions: (i) from the international experiences, can the entrepreneurship education be effectively integrated into mainstream secondary schools? (ii) What strategies are preferably employed in other countries to integrate entrepreneurship into secondary education? (iii) Based on international experiences, what contextual approach can be adopted by Tanzania to integrate entrepreneurship into middle school education? By employing the PRISMA framework, document review was primarily employed to gain valuable insights. The findings highlighted the importance of teaching entrepreneurship from an early age, recommending strategies such as extracurricular activities, integration of entrepreneurship into related subjects like computer education, and offering it as a stand-alone subject, all while considering contextual factors. Although challenges persist, it is evident that Tanzania's main hurdle in entrepreneurship education and reducing unemployment lies primarily on political willingness rather than financial capacity.

Purpose: There is consistent evidence that a positive mindset could foster the job search process. Psychological capital, defined as a tendency to hold cognitions and positive appraisals of one's ability, could highlight the importance of individual cognitive appraisal in the job search process. Nevertheless, psychological capital's impact on job seekers is still unclear. Methods: The purpose of the present study was to explore the role of psychological capital in the job search process. The author conducted a systematic review following the PRISMA-P guidelines. This systematic review sought answers to three questions: 1) What theories are applied to explain the relationship between psychological capital and the job search process? 2) How is the association between psychological capital and the job search process? 3) Did the psychological capital interventions positively influence the job search process? The review focused on quantitative studies carried out between 2007 and 2021 on job seekers. Finally, 11 studies fit the inclusion criteria. Results: Overall, the literature review supports the significant association between psychological capital and the job search process. On the one hand, the studies analyzed have shown the resonance of psychological capital on the job search outcomes and job seekers' well-being. On the other hand, the results showed insufficient evidence to make any firm conclusions concerning psychological capital interventions' effects on the job search process improvement. Conclusion: It is concluded that psychological capital may be a valuable advantage for helping job seekers engage in their job search process. The results presented in this study could have important implications for job seekers and public and private employment agencies. Even so, it is necessary to continue contributing to its development. Particularly, there is still considerable scope for improvement in the study of psychological capital and the job search process in terms of the study design we apply, the variables we study and their measure, and the theoretical background we use to explain the previous relationship.

Youth unemployment remains a major political and socioeconomic challenge in sub-Saharan Africa, including Nigeria, particularly given the region's young population. Literature points to two key barriers facing youth employment in the region, skills deficiencies and weak fundamentals that inhibit job creation and growth. Labor supply challenges are not unique to the younger population, and employment interventions adopted by the Nigerian government to combat these challenges in the formal wage sector, are primarily focused on graduates and non-graduates. This paper makes a case for encouraging the education system, employers, and governments to better prepare post-secondary students for the labor market before graduation through cooperative education. Cooperative education, a strategic policy response geared towards increasing youth employability and smoothing school-to-work transition, can help address the gap in the current suite of government intervention strategies and allow for a more proactive, dynamic and progressive response.

The priority goals of the development of Czech higher education include ensuring the quality of its activities, improving the availability and relevance of flexible forms of education, and increasing efficiency in teaching and research. Several professional articles evaluated educational efficiency, but the proposed models did not include unemployed graduate students. The paper assesses education efficiency at public universities in the Czech Republic in 2020-2021 using an extended Data envelopment model with undesirable outputs, non-proportional and non-radial measures of distance from the efficient frontier. The influence of selected economic, social, regional and institutional factors on education efficiency is estimated by a panel regression model using the Feasible generalized least squares method. The results document the level and development of education efficiency and find insufficient reduction of unemployed graduates as a critical problem of inefficiency. More prominent universities achieve higher education efficiency. The main statistically significant factors influencing changes in education efficiency are population density, the unemployment rate, the location of the university in larger urban centres and the number of students per university employee.

This article focused on uncovering the background of the youth lamenting unemployment in the presence of agribusiness employment opportunities. A phenomenological qualitative design was employed to generate in-depth information. The sample frame was formed of youth agribusiness clubs from the district agribusiness office. Purposive and snowball sampling was used to recruit participants doing different agribusinesses. Photovoice, focus group discussions, and oral interviews were used to generate data, which was analyzed using content, discourse, and thematic approaches. The data revealed that background factors such as age, educational attainment, and marital status were key factors in explaining youth unemployment in agribusiness employment opportunities. The study found that most youths in rural areas marry soon after dropping out of school, followed by taking up agriculture as a livelihood. Those youth dropping out of school before they turn 18 are considered children and enter agribusiness without the necessary skills. Systematically, they are forced to engage in agribusiness at a very young age, such as 14, in order to survive and to take on family responsibilities. The study recommended the introduction of practical agriculture in primary and secondary schools so that school dropouts at least gain agribusiness skills for self-employment, as well as deploying new ways of reducing early marriages.

Entrepreneurship Development in Higher Education (EDHE) conferences and students' entrepreneurial intervarsity competitions have brought awareness and insight to students, academics, and other higher learning institution (HEI) stakeholders to the value that entrepreneurship can provide them and their communities. A reflective practice account on entrepreneurship development interventions at a South African health sciences university was conducted using a qualitative ethnography research method and living theory. This study reflects efforts in integrating entrepreneurship at a university that does not offer management and economic sciences. The method was to benchmark and emulate occurrences at universities leading in entrepreneurship and the use of qualitative inputs from the EDHE. Integration of entrepreneurship into the mainstream university core functions is grounded in futuristic curriculum theory which recognises the necessity of re-organising current needs to meet future global changes and trends, traverse existing circumstances, and the imagined future and challenges. The current South African environment is faced with high unemployment, especially of the youth. This has also necessitated HEI to review their graduate attributes and refocus students' mindsets towards entrepreneurship. Entrepreneurship education can be demonstrated through business start-ups and incubation initiatives that might provide the missing gaps for growing an entrepreneurial university. This article presents views, challenges and experiences on the implementation of an entrepreneurship incubator at a health sciences university in South Africa.

Autistic adults face elevated risks for depression and unemployment, yet a systematic review of studies on the intersection of depression and employment in autism is needed to inform research and clinical efforts. The present review synthesizes findings from studies that (1) measure both depression and employment in autistic adults, and (2) empirically test associations between these constructs. Results support other work indicating elevated prevalence rates of depression and unemployment in autism with new information on the complex associations between constructs. Insights from the present review were used to (1) discuss associations between depression and employment in autism, (2) identify current challenges to understanding the intersection of depression and employment in autism, (3) propose future lines of research, and (4) suggest clinical applications for providers (e.g., mental health clinicians, vocational rehabilitation practitioners) working with autistic adults.

How to make own advantages when submitting applications and increase the probability of getting a job early? The target of this study is to analyse the determinants of unemployment duration and the probability of seeking a job after graduation. It is carried out by using survival analysis along with the Cox model and Kaplan-Meier estimator and based on the dataset integrated from survey data and academic data. The empirical results show that taking part-time jobs related to training majors and setting goals as well as planning to go internship early have a positive influence on the ability of students to get a job early. The results also reveal that the mother's occupation, the type of internment enterprise, the type of work contract, and the refusal of job opportunities offered previously have a negative impact on students' chances of escaping unemployment. The findings are the basis for students to properly assess their advantages and disadvantages. Thereby, they can determine the goal of a job that suits their capacity and have a reasonable plan combined with their efforts to achieve it. They also support companies to identify groups of potential students and build their suitable evaluation criteria in recruitment.

The high rates of premature contract termination (PCT) in vocational education and training (VET) programs have led to an increasing number of studies examining the reasons why adolescents drop out. Since adolescents' trajectories after a PCT are quite diverse, a thorough assessment of different "dropout directions" is called for. However, empirical studies that distinguish between dropout directions are still scarce. The same is true for studies that differentiate between PCTs initiated by the trainees themselves and those initiated by the training company. Based on data from the German National Educational Panel Study (NEPS) on trainees in German dual VET programs (n = 5823), this study identifies six different dropout directions: (1) downward PCT into unqualified employment or unemployment, (2) downward PCT into a prevocational program, (3) horizontal PCT that represents a change of training company or (4) a change of occupation, and (5) upward PCT into general education or (6) higher education. Using multinomial logistic regression models we examine the effect of (a) the initiating party and (b) self-reported PCT reasons of trainees on dropout directions. Regarding trainees' reasons we include reasons related to different aspects of the training (personal reasons, not the desired training occupation, financial reasons, training quality, conflicts, excessive demand, and being offered a different training position). The results indicate that in cases where trainees are dismissed by the training company, a horizontal change to a different training company becomes more likely, while the probability of an upward dropout into higher education decreases. Regarding PCT decisions made by trainees themselves, a downward PCT into unqualified employment or unemployment is more likely if personal reasons were the cause of a PCT decision. Moreover, the probability of a change of training company (horizontal PCT) increases in cases of conflict and if there is a prospect of a different training position, and decreases if the training position is not the desired occupation. A change of occupation (horizontal PCT) is more likely when there is the opportunity for a different training position available. Furthermore, upward PCTs (both into further general education and higher education) are more likely in cases where the training was in a field that was not the desired occupation. The probability of upward PCT into higher education decreases when there are conflicts and excessive demands, while upward PCTs into general education are significantly less likely when a different training position is obtained. The differential effects that occur for different types of PCTs emphasize that adolescents dropping out of VET cannot be treated as a homogenous group. Consequently, the results underscore the importance of conducting a more thorough assessment of both dropout directions and the initiating party of a PCT in future research.

Jobs in the manufacturing sector have been largely relocated to countries offering a competitive advantage, particularly in terms of labour costs. For this reason, mid-career workers from this sector and from western countries have been largely displaced. These mid-career workers from the manufacturing sector are subsequently forced to compete for jobs in the newly booming service industry sector. This unplanned transition can be financially and psychologically challenging. This article investigates the consequences of institutional and individual stigma of unemployment as well as the mental health challenges associated with unemployment. Then three career psychology theories are applied as counselling strategies for this population, including Dawis and Lofquist's work adjustment theory; Krumboltz's social learning theory; and Cochran's narrative career counselling.

Despite decades and hundreds of billions of dollars of federal and state investment in policies to promote postsecondary educational attainment as a key lever for increasing the economic mobility of lower income populations, research continues to show large and meaningful differences in the mid-career earnings of students from families in the bottom and top income quintiles. Prior research has not disentangled whether these disparities are due to differential sorting into colleges and majors, or due to barriers that lower socioeconomic status (SES) graduates encounter during the college-to-career transition. Using linked individual-level higher education and Unemployment Insurance records for nearly a decade of students from the Virginia Community College System, we compare the labor market outcomes of higher and lower SES community college graduates within the same college, program, and academic performance level. Our analyses show that, conditional on employment, lower SES graduates earn nearly $500/quarter less than their higher SES peers one year after graduation, relative to higher SES graduate average of $10,846/quarter. The magnitude of this disparity persists through at least three years after graduation. Disparities are concentrated among non-nursing programs, in which gaps persist seven years from graduation. Our results highlight the importance of greater focus on the college-to-career transition.

Purpose: The present study aims to investigate the reasons for the gap between academic education and the required skills of the labor market in Iran. Design/methodology/approach: For this purpose, the authors adopted a thematic analysis method. The participants in the study were connoisseurs from universities and research institutes in Iran, who were selected with purposeful sampling methods of snowball type. To collect the data, the authors used a semi-structured interview and performed a thematic analysis for data analysis. Findings: The findings showed that the views and perceptions of the connoisseurs participating in the study about the reasons for the gap between academic education and the skills required in the labor market in Iran can be classified into four main themes including lack of attention to labor market needs in the academic curricula, lack of attention to practical and entrepreneurial skills in the academic curricula, the weak link between universities and industry and society, and shortage of academic resources and equipment in some academic disciplines. Originality/value: The present study had three implications. First, the human capital theory, the social closure theory, the positional conflict theory and the labor market segmentation theory are more compatible with the labor market of Iranian graduates, compared to other theories of the labor market. Second, the lack of coordination between academic education and the required skills in the labor market has weakened the Iranian economy. Third, the absence of practical and entrepreneurial skills in academic graduates has led to increased unemployment in Iranian society.

This article studies a sample of displaced workers during the deep 1990s recession in Sweden and estimates the effect of secondary-level adult education on tertiary-level educational attainment. Plant closures and mass layoffs are used to identify job separations unrelated to individual productivity. Results indicate a large positive effect of general adult education on displaced workers' further investment in human capital by continuing on to university education. These findings offer some explanation of findings in previous research, i.e. slow recovery of post-treatment earnings among workers enrolled in adult education, with positive treatment effects on earnings emerging in the long run.

We conducted a study on a local scale targeting the relationship of economic capital, cultural capital, young people's literacy, numeracy achievements, and the school-to-work transition. We investigated whether participation rates by very young children in early childhood education (ECE) may mediate the historical effects of economic and cultural capital. We analysed longitudinal data from a high-quality national database that included information from 103 Italian provinces. We used structural equation modelling (SEM), multi-sample SEM to investigate spatial inequalities, and mediation analyses. Vector Autoregression models were estimated to determine the temporal trend and the relationship occurring between economic capital and ECE. Results indicate that economic capital is associated with young people's literacy and numeracy achievements and with the NEET rate, with only partial mediation played by the rate of participation in ECE. The association of cultural capital on the NEET rate is near to significance, but it is strongly mediated by participation in ECE. Together, these results imply that the rate of participation in ECE in the Italian provinces may mediate the effect of cultural capital, but only partly that of economic capital.

Purpose: There is a global concern about the effectiveness of vocational education and training (VET) programmes in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. Experiential learning (EL) is a major component of VET programmes. This article aims to examine the effects of facilitating VET through EL theory to promote youths' skills acquisition. The study looks at the effects of material resources on the use of experiential learning theory (ELT), the types of EL and the contribution of ELT to VET programmes. Design/methodology/approach: The research design mainly entails a qualitative research design and research method to allow the researcher to view the reality as is experienced from the inside out by the trainees and training centre managers on important data for a thorough understanding. The study participants were 512 young trainees who completed different training courses from the VET programmes and 24 centre managers in the KwaZulu-Natal province of South Africa. Findings: The findings reveal that the use of ELT in VET programmes helped the trainees to gain real-world skills, hence contributing to their empowerment in terms of work experience and competence for their future employment. Based on the findings, the study concludes that ELT is an effective instrument to promote VET programmes for disadvantaged and unemployed youths. Practical implications: The practical and social implications of the findings are that, while disadvantaged youths cannot access and afford higher education, public and private sectors can remedy their situation by providing non-school-based technical and vocational training to help such youths enter the labour market. The findings will motivate the providers of skills development for unemployed youths to use ELT in designing course curricula, planning resources and directing teaching-learning approaches to help trainees to acquire skills and competencies to perform tasks close to real-work situations. Social implications: The socio-economic implication of the article is that skills development plays an important role in poverty reduction. Investing in the skills development of citizens is vital to raise the incomes of poor groups and to reduce poverty (ILO, 2018). Although the causes of unemployment have also to do with economic factors in a country, skills development is an essential ingredient in developing capacities for labour market entry and increased income generation of a vulnerable group of people. Originality/value: The article is significant because the study provides new insights into the use of ELT in VET programmes to improve their effectiveness in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. The study contributes to the body of knowledge by establishing a solid base for the evidence-informed practice of the effects of facilitating the VET programme through ELT to promote skills acquisition for the employment of unemployed and disadvantaged youths.

Most of the social science research is based on the implied assumption that measurement error is the same across key socio-demographic groups and all differences in key statistics of interest are real. Nevertheless, there is evidence that this is not the case. In this paper, the authors tackle this important topic by investigating if data quality is different in three key groups analysed in social research: the unemployed, the low-income respondents and the elderly respondents. This paper investigates if the assumption of equal data quality across these three key variables in a popular online probability panel in the Netherlands. To do this the authors use multiple types of variables and multiple statistical approaches to evaluate data quality

The purpose of this study is to investigate the dynamic relationship between unemployment and higher education participation. By using panel data covering 40 sub-Saharan African countries from 2000 to 2020, we opt to use a well-developed dynamic panel generalized method of moments estimator. The findings show that the youth unemployment rate has an inverse relationship with higher education enrollment in SSA and more specifically in countries with a low level of human development, independently of gender considerations. However, youth unemployment has a positive but not significant effect on enrollment in the medium-/high-level countries. They also show that youth unemployment positively relates to students' dropping out. These results imply that improvement is possible in the higher education sector if policymakers would consistently target lower unemployment rates.

The COVID-19 pandemic has been an acutely challenging time for families and parents of young children. Periods of lockdown, and the economic and social dislocation associated with the pandemic, will have far-reaching consequences for children's education, life chances and social relationships. This article extends our understanding of these issues by drawing on extensive qualitative data from a study that investigated the work of children's centres across a major UK city during the pandemic. Empirically, the article extends research on the interconnections between parenting, the early years, and the pandemic by outlining the interlocking range of problems facing families who used children's centres. These include social isolation, domestic violence, poverty and destitution associated with unemployment and changes to Universal Credit, food insecurity and mental health. This constellation of factors reflects not only the impact of the pandemic but also enduring and entrenched patterns of inequalities. The data provides a starting point for the more conceptual and normative part of the article. Drawing on scholars such as E.O Wright and Michelle Jackson, we consider the scale and scope of the social, economic and political transformations required to build an education system that can support the needs of all.

This study described integrative community therapy (ICT) in the online modality as a health promotion resource in the context of COVID-19 in Latin America, characterizing the ICT circles, the ICT training centers, and the community therapists involved in this practice. It is a descriptive, observational, and cross-sectional study with a quantitative approach. Data were collected from November 2020 to July 2021 through an online questionnaire created on the Google Forms platform. The study's first stage involved the participation of ICT training centers, while the second involved community therapists. Forty-three centers participated in the first stage; 86.1% offered online ICT in the period evaluated, and 74.4% trained professionals to implement this modality. In the second stage, 66 community therapists responded to the questionnaire. Of these, 49 (74.2%) resided in Brazil, 84.8% were female, and 72.7% performed the work voluntarily, with an average of 6.1 hours per week dedicated to online circles. Community-based circles were the most cited, followed by those linked to the public sector, with an average of 20.7 participants/circle in the period. The most frequent themes were stress and negative emotions, problems with work/unemployment, and family conflicts. Strengthening self-care, participation in ICT circles, and personal empowerment stood out among the coping strategies. In conclusion, online ICT proved to be an innovative resource for health promotion during the pandemic through the articulation and engagement of community therapists and different institutions, expanding solidary social networks, and showing itself as a sustainable practice in the Latin American scenario.

This scoping review maps key studies on the impact of technological advancement on higher education students' employability. Through the analysis of 29 studies on university graduates' study-to-work transition in the context of the latest technological development, key results underline the changing nature of jobs and suggest that the impact of technological unemployment depends on the occupations and tasks examined. The study calls for universities to reinterpret employability in the era of uncertainty but also discusses higher education and system policy interventions to prepare for the technological disruption in the labour market transition. Policy recommendations suggest defining clearer scopes (e.g., automation or AI) when evaluating the impact of technological advancement in the higher education research context and reducing the knowledge gaps for skills and mindsets necessary for future graduates.

This paper conducts Group Delphi-study and foresight approach within a five-year horizon in the field of digital education, with a specific focus on Continuing Education (CE) in a post-pandemic society. The study examines the impact of increasing digitalisation on the significant population of low-qualified individuals (approximately five million in Germany). The project identifies both opportunities and risks associated with digitalisation in CE for the low-qualified. The study focuses on 1) the impact of digitalisation on the participation of low-qualified people in CE, 2) the impact of accelerated digitalisation on the planning of programmes and services for this target group, 3) the transformation of programmes and services for low-qualified people due to digitalisation, and 4) methodological innovations for predicting the impact of digitalisation in the CE sector.

Imagine what education would look like if upon completion every graduate was guaranteed a job paying a living wage, democratically created, doing meaningful work… This is a political possibility in most countries in the world today: Modern Monetary Theory (MMT) demonstrates that, provided a country has sovereignty over its currency, which most now do, it faces no nominal constraints on spending and can always choose to guarantee jobs and maintain full employment. Yet a pervasive feature of the neoliberal phase of the Capitalocene has been precisely the opposite: high and rising rates of un- and underemployment. This article examines the reasons for this trend and argues that its impact on education has been both unnecessary and detrimental. Finally, it suggests a strategy for educators to reverse this trend and the associated policy of economic growth, and, with reference to history, imagines what the effects such a reversal might have.

Many students who are pursuing graduate and postgraduate degrees are unable to effectively apply their learning to their daily lives and jobs. As a result, Bangladeshi graduates struggle with the country's high unemployment rate. As a result, it is essential to incorporate soft skills training into the curriculum to ensure how to put students' awareness of soft skills from English literature into practice in real-world situations. Twelve fundamental soft skills, including emotional intelligence, interpersonal, people management, self-management, collaboration, time management, decision-making, problem-solving, leadership, critical thinking, and creativity, were identified in addition to the identification of forty-nine subskills. To examine the median levels of awareness and practice of soft skills among English graduates, a paired sample t-test was utilized in this study. A regression and correlation analysis measured the relationship between soft skill awareness and practice. The study triangulated data using a students' survey (323), teachers' in-depth interviews (18), students' focus group discussion (9), and secondary literature. The results revealed that the awareness of soft skills among English graduates had a beneficial effect on their degree of practice. The results showed that by including soft skills training in the curriculum and establishing specific implementation instructions, the employability of English graduates would be maximized through awareness of soft skills. The results have significant implications for Bangladeshi educational policy and practice, and by improving graduates' employability, they help the country's economy thrive.

The author of this article provides an example of how one might incorporate behavioral economics into teaching macroeconomics or labor economics at an undergraduate level. The focus is on two macroeconomic concepts--wage determination and the Phillips curve--and shows that the implications and conclusions of both models differ from their textbook versions, once behavioral aspects are taken into account. In order to do that, the author first presents the standard macroeconomic model in both cases, then stresses situations where homo economicus, i.e., the rationality assumption, does not hold, and finally introduces behavioral economics concepts that explain noted differences. The explanations are intertwined with small classroom experiments that can be part of the lecture and used to make the lecture more interesting and comprehensible.

Over the past few decades, we have witnessed a surge in publicly funded pre-K programs in the United States. Today, policy makers in 45 states and the District of Columbia have adopted them. Combining information from twelve datasets, we use event history analysis (EHA) to examine the influence of a set of predictors on states' decisions to adopt public pre-K. Findings indicate that party dominance in the legislature, legislative professionalism, and unemployment rates are associated with pre-K adoption; regional proximity to previously adopting states is also significant. The authors discuss implications for policy makers and advocates considering future legislative action in the early childhood education sector, including the expansion of pre-K eligibility requirements.

This study aims to reveal the opinions of teacher candidates on unemployment, which has been observed more seriously among the young in the society recently, the provision of employment to the individuals in the society, and the links between unemployment and the Turkish education system. In this study, which was designed as qualitative research, it was tried to put forward the anxiety, opinions and solution suggestions of the candidate teachers who are fourth-year students in Tokat Gaziosmanpasa University and Zonguldak Bülent Ecevit University Education Faculties about unemployment. In the study, in the approaches of teacher candidates to the concept of unemployment, they perceived unemployment as not being able to find a job or being sentenced to a job that was not suitable for its quality; the candidate teachers were observed to explain unemployment through definitions such as disrepute, seeing no respect in society, living in need of others, being left behind in the struggle for survival. It is seen that participants find the vocational guidance in the education system insufficient and unplanned, and they focus on solutions to increase the quality of education, not to increase the duration of education and the number of educational institutions as a suggestion to create employment. It has been stated that the Turkish education system should be saved from its competitive and rote structure that does not respond to the subjective needs of individuals, that teacher training institutions should be removed from their theoretical, multiple-choice examination-oriented structure, and a qualified teacher training system that gives more space to practise should be established.

Social skills are critical to workplace success and autism spectrum disorder (ASD) is characterized by challenges with these skills contributing to a disproportionate unemployment rate. The aim of this study was to characterize interventions that focus on work-related social skills for individuals with ASD. A scoping review was conducted to map the state of the literature on work-related social skills interventions on a global scale using a life course conceptual framework. Database searches of CINAHL, PubMed, ERIC, PsycINFO, and Web of Science were conducted. Additional sources were identified through web searches, manual journal searches, scanning reference lists, and contacting experts. Studies describing work-related social skills for individuals with ASD of all ages on a global scale were included. In total, 22 scholarly and grey literature studies on work-related social skills interventions fit the inclusion criteria and information was extracted relevant to work-related social skills and the life course perspective. The year of publication of included studies ranges from 1999 to 2019 with 45% of studies being published within the last three years. Sixty-three percent of included studies focused on individuals 18 and older, while 95% of articles did not implicitly or explicitly mention the life course perspective. Recommendations for future research and practice are provided.

Globally, the extensive damage caused by violent conflicts with subsequent social and economic costs have posed a real concern that needs to be urgently addressed. The provision of quality education is a force that can be utilized to curb constant conflicts within society. The purpose of the study was to establish the effect of the educational attainment and unemployment on youth engagement in conflicts in Machakos County. The study was carried out in Machakos County and targeted the youth incarcerated in two prisons located in Machakos town, Machakos County. The sample was 168 respondents consisting of both male and female youth between 18-34 years. Descriptive survey design was used. The study used Semi-Structured questionnaires to collect both qualitative and quantitative data. The data was analysed using both qualitative and quantitative techniques-assisted by use of Statistical Package for Social Sciences (SPSS) version 20. From the findings, a close link between the level of education and youth engagement in conflicts was established. The study findings indicates a statistically significant relationship between the level of education and the conflicts among the youths as illustrated by P>0.05. The study established that the youth with low levels of education were also the group that lacked employment and reported cases of conflicts and crimes. From the study, most of the youths who engaged in conflicts had low levels of education as reported by 49.4% of respondents and mostly were those who had never completed basic education, lacked basic skills required in the labour market and were found to earn less than two dollars a day. The study recommends that the government come up with affirmative action to empower such groups to engage in productive activities to enable them to earn a living.

The main purpose of this research is to examine the employment crisis among the unemployed youth with higher education. In particular, the research investigates the subjective experience of the youth representatives (n = 188) in the situation of job loss or inability to find it. For this purpose, the research uses the method of ranking social and psychological spheres of the youth by the criterion of frustration in the situation of job loss or inability to find it, as well as the method of multidimensional scaling to determine cognitive constructs used by the youth in interpreting individual situations of professional exclusion or unclaimed labor. According to the results of ranking social and psychological spheres of life of the unemployed youth with higher education, such social spheres of life as "inability to use the profession" and "difficult financial situation" are most frustrated in the situation of job loss or inability to find it. The research also found that such psychological spheres of the youth as "uncertainty in the future" and "feelings of dependence on external circumstances" are most frustrated in the situation of professional exclusion or unclaimed labor. The scaling of social and psychological spheres of life of the unemployed youth with higher education allowed empirical explanation of cognitive constructs as a system of latent categories of the subjective experience, which determines the character of experiencing a personal employment crisis. These categories include "social assessment", "professional identification", "self-doubt -- dependence on others "lack of perspective -- feeling of inferiority ". The results of the research allowed reconstructing the latent categories of the subjective experience of the unemployed youth with higher education who are experiencing a personal employment crisis in a situation of professional exclusion or unclaimed labor, which provides more favorable conditions for optimizing the process of psychological support and assistance to the unemployed youth taking into account the specifics of the subjective and psychological profile of their personality.

The goal of every young person not only in Kosovo but also beyond remains to find a job that would be safe and liked by them. The young years for all young people are rightly considered as one of the most important challenges, as each of these age groups is at the "crossroads" of a weighty decision for his/her future. This time consists of starting/completing the educational process and finding a job. If the young person completes the education cycle and is employed according to the qualification he has completed then this would have a positive impact not only on him but also on society in general. Many young people have difficulty finding a job after finishing school and some of them cannot do it at all or are forced to be a part of the "gray economy". This type of employment has a negative impact not only on workers but also on increasing informality in the country.

Universities in Indonesia create millions of graduates, but the labor market does not absorb most graduates, so they become unemployed. One of the ways to overcome unemployment is through entrepreneurship education to encourage them to become entrepreneurs to create their jobs. The success of entrepreneurship is determined by utilizing capital, one of which is social capital. This study aimed to find out how the relevance of social capital in developing entrepreneurship education. This was qualitative study, and data was gathered through in-depth interviews, observation, and documentation. Data analysis went through the stages of reduction, presentation, and conclusion drawing and was finally verified. The results of the research explained that the elements of social capital, including networks, norms, and trust was built through entrepreneurship education.

Context: After the Eurozone crisis unfolded a decade ago, comparative political economy has investigated reforms of public administration, labour market, welfare state and economic policy particularly in Southern European nations which were hit hardest by the crisis. However, analyses of skill formation reform, particularly vocational education and training (VET), have been scant, despite a common problem pressure for reforms emanating from stubbornly high rates of youth unemployment and similar legacies of statist VET. Approach: We investigate VET reforms brought underway in Greece and Italy during and in the aftermath of the crisis, asking how far apprenticeship-like forms of learning within their VET systems were strengthened. Empirically, we base our analysis on primary and secondary sources, having conducted semi-structured expert interviews in Greece and Italy in 2019. Results: We find that both countries attempted to strengthen the role of apprenticeship and work-based learning, but that politics differed across the two cases in the context of the Eurozone crisis. While in Italy, reforms were 'internalised' and shaped by domestic politics, Greek reforms were largely driven exogenously by the negotiations with the Troika. Conclusion: Although Italy and Greece have undertaken reforms to reduce the dominance of the state in VET provision by expanding apprenticeships and work-based learning, these do not amount to large scale changes to the dominant logic of school-based VET provision. In order to boost their potential in terms of practical learning both countries would need to continue on their reform pathways.

Compared to urban counties, Utah's rural counties experienced high levels of unemployment. Informed by a statewide needs assessment, Utah State University Extension developed a remote work leadership course to equip business leaders with knowledge and skills to create remote jobs as a solution to rural unemployment. This descriptive evaluation study collected data from course participants (N = 62). Findings showed short-term outcomes were achieved; participants experienced increases in knowledge and skills and had more positive intentions toward creating remote jobs and hiring employees from rural counties. Extension professionals can design and evaluate their programs using the framework in this study.

Vocational education and training (VET) systems around the world serve many aims, the most important of which can be grouped into three main aims: economic, social and educational aims. These different aims find their roots in different socio-cultural and economic contexts and their importance in the functioning of the systems evolves according to the times. Our contribution proposes a reflection on the centrality of the notion of aims in order to better understand and describe the functioning of VET systems. By adopting an exploratory approach based on discourse analysis, we will show the interest in using this notion to build a theoretical framework that facilitates international comparisons between VET systems and also the description of their evolution from the past to the future. To exemplify the relevance of this exploratory approach, the contribution will propose a description of the evolution of the Swiss VET system from 1880 up to 2030, based on the articulation of economic, social and educational aims.

This article focuses on the outcome of a tracer study of former NAMCOL TVET trainees who completed their training in 2017, 2018 and 2019 in the following trades: automotive mechanics, welding and metal fabrication, office administration and plumbing and pipe-fitting in terms of their employment profile, and opinions on the quality and effect of training they received in light of their employment experiences. The study adopted a mixed methods design, and it is based on Prosser's Theorems on vocational education. The study revealed that former trainees were well equipped with relevant knowledge and skills needed by the job market. However, the majority were unemployed, and among the employed, others were employed outside their specialisation. Furthermore, the study revealed some challenges that former trainees encountered while studying with NAMCOL, among others, inadequate equipment, lack of job attachment opportunities, financial constraints, and the delay of equipment and material supply. The study further made recommendations that could improve TVET quality and delivery at NAMCOL.

In this paper, a principal and two lead teachers describe the ways their school community has reimagined the learning environment at their NYC urban, public, K-5 elementary school throughout the COVID-19 pandemic. In March 2020 they were forced to immediately switch to fully remote learning, a platform they had never previously experienced. Since then, they have engaged in hybrid and now fully in person learning through a worldwide pandemic. The school community, whose focus before the pandemic was on social emotional learning and culturally responsive pedagogy, utilized those practices and the strong relationships between staff, students, and families to persevere. The pandemic disproportionately impacted communities of color, like the one this school community is located in. Other inequalities such as food insecurity, job loss, sickness, financial strain, and death impacted the community. Racial trauma and political unrest that was exacerbated during the pandemic also placed a toll on the school community. The staff, families and children of the community joined together with a mission to support one another, strengthen relationships, practice self-care, address trauma and crisis, tackle unfinished learning, and focus on celebrating the community wherever possible to find joy, survive and thrive.

In the aftermath of the financial and economic recession of 2008, 130 Spanish students of five age groups (8 to 17 years) and two socioeconomic backgrounds were individually interviewed about unemployment and lower wages. The participants were presented with two hypothetical situations, and their responses were qualitatively and quantitatively analyzed. The results indicated that children bring their conceptions of work when attempting to explain those phenomena. Specifically, it was found that the explanations were closely associated with the comprehension of the notion of surplus value (i.e., the idea that workers create more value than the cost of their salaries), and that the development of this notion proceeds in three levels. Younger children were simply unaware of the capacity of workers to create value (Level 1), which gave rise to some alternative conceptions (e.g., the idea that money for salaries comes from external sources). The children within the age range of 12-13 began to understand that workers create some value (Level 2). At this level, however, the notion of surplus value was not fully understood, and the idea that money for salaries comes from external sources persisted in a variety of ways. From the ages of 13-14, the children begin to understand that a wage is the price of labor and that the employer earns a profit because workers create more value than the cost of their wages (Level 3). The article presents a discussion of the possible reasons behind the slow progress observed and highlights some suggestions for educational practice.

Rising unemployment rates among PhDs gave relevance to a crisis narrative revolving around the assumed oversupply of doctorate holders. The discourse, which originated in established systems of higher education two decades ago, has not been duly tested in the Global South. Taking Tunisia as a case in point, this article probes the validity of the association between high unemployment rates and the oversupply narrative to answer the question of whether Tunisia actually trains more PhDs than necessary. Using quantitative data from national and supranational databases, the state of affair in Tunisia is put into perspective with some neighbouring and OECD countries along four axes: stock and flow of PhDs, student experience, qualification of academic staff and transition to employment. Overall, the paper's main finding discredits the oversupply claim as Tunisia trails in a number of respects but calls for upgrading the static and rather obsolete doctoral training system. Doctorate holders' unemployment is mainly rooted in structural economic and bureaucratic deficiencies as well as a traditional occupational structure that fails to grasp PhDs outside academia. A more exhaustive policy mix is required to streamline the management of doctoral output and address the signs of a degrading research potential.

This article examines the impacts of the COVID-19 pandemic on recent UK graduates' initial employment outcomes and how they experience the transition into a challenging labour market context. We draw on longitudinal survey and interview data, collected from recent graduates who had mainly graduated during the onset of the COVID-19 pandemic in summer 2020 that examines graduate perception of the labour market, impacts on labour market entry impacts and early career progression and effects of periods of unemployment or under-employment. The article shows some of the main impacts of the recent pandemic-affected labour market, including: widespread concerns about job opportunities and employer support, the perceived employment impacts of the pandemic and early signs of scarring and labour market disorientation amongst those who were struggling to find employment of their choice. Such experiences are clearly intensified during the specific COVID-19 context, but the policy implications they raise have wider relevance for supporting graduates during future periods of labour market volatility.

This study explored the experiences and implications of transitioning from school to work without family support for university graduates in Uganda. The research was a qualitative exploratory study in Kampala city, Uganda. The data was collected through in-depth individual interviews with university graduates (first-degree graduates). The research findings showed that young men and women, upon graduation, strongly believe that the family is obliged to support their transition from school to work. The implications of not being supported by the family include prolonged unemployment and the risk of falling into the Not in Employment, Education or Training (NEET) category, engaging in precarious and informal work as they queue waiting for formal employment that matches attained educational qualifications, emotional stress, and the dependence on friends for survival. The graduates' most expected forms of family support include financial support for job search expenses and practical job search assistance through informal networks. However, there is also a strong feeling that the family should support the graduates by providing capital for small businesses (self-employment), which they can depend on during the transition period. The desire for self-employment can be attributed to the fact that many youths in developing countries are self-employed. In Uganda, self-employed young people constitute three-quarters of the working young persons.

In 2019, a decline in apprenticeship starts prompted the London Borough of Hounslow to make an apprenticeship pledge in its Corporate Plan 2019-2024, committing to create 4,000 new apprenticeships and training opportunities to help young people into work. This article investigates experiences of young apprentices in Hounslow before and during the COVID-19 pandemic. Exploring the perspectives of two apprentices, two employers and one training provider in a small-scale qualitative study, the authors identify key hindering and supporting factors affecting entry into and sustainability of apprenticeships, and progression towards professional employment. They found that labour market entry was intensely hindered by "competition" (with peers who had better maths and English qualifications, for a small number of apprenticeships) and "organisational barriers" (such as managers with prejudices against young people, stigmatising apprentices and apprenticeships). Supportive factors identified include "personal characteristics" (such as a positive mindset, enabling young people to persevere despite a disadvantaged socioeconomic background and lack of family support, for example) and "supportive relationships" (e.g. mentoring) between apprentices and their training providers or employers.

This study aimed at establishing the impact of extra lessons on the political field in Zimbabwean urban day high-density secondary schools. It was guided by the interpretivist perspective based on the interpretation of interactions and social meaning that teachers, learners, parents, and school inspectors assigned to the role of extra lessons on the political environment. The study was qualitative and thus aimed at reporting detailed views of informants. The multiple case study method was used as the focus was on three high-density high schools in Chegutu town. The researcher adopted the multi-technique approach to generate data, thus interviews and focus group discussions were used. Data saturation was arrived at after the involvement of 23 participants. These consisted of 8 teachers, 6 learners, 6 parents and 3 school inspectors. Findings from the study show that political expedience was one reason why extra lessons had been carried out with the blessing of some political players. From the academic outlook, politicians in favour of the extra lessons capitalised on them to gain continued existence in the political arena. While the political elite benefitted in the short term, through political expedience, in the long run, they stood to lose political support as this could also lead to civil disorder when many youths passed examinations but found no formal employment. Extra lessons made teachers generate extra income and created informal employment in many private colleges. This translated into low political tensions which were usually sparked by poor teacher incentives and high unemployment. Extra lessons paved the way for some meeting point among and between the different stakeholders and politicians still were guaranteed their votes regardless of whether they were for or against the extra lessons. Since there is evidence that most stakeholders were in favour of the extra lessons, it is prudent these lessons should continue to be carried out. Extra lessons also created informal employment in private colleges, and this has translated into low political tensions as teachers get some extra incentives, at the same time lowering the high unemployment of qualified teachers.

The emphasis on entrepreneurship by the Malaysian government clearly displays their effort in strengthening the entrepreneurial development in the country, which is expected to boost the economy by creating more jobs and generating new incomes. The idea is extended to local higher education institutions so as to nurture and to sustain entrepreneurial engagement among the students through formal entrepreneurial programs. The initiatives are expected to help in reducing graduate unemployment level in the country. Despite all the effort taken by the government, the uptake of entrepreneurship among young minds is still low, and there is growing unemployment in the country. Thus, this study aims to determine the factors that affect entrepreneurial intentions among UiTM graduating students and the mediating effect of entrepreneurship education towards entrepreneurial intention through attitude, perceived behaviour control and self-efficacy. The sample consists of 429 UiTM students who have taken the entrepreneurship course. Factor analysis and Partial Least Squares methods were used to analyse the data. The findings reveal a significant relationship of attitude, perceived behaviour control and entrepreneurship education towards entrepreneurial intention, while self-efficacy was insignificantly related. However, the study found that entrepreneurship education partially mediates the relationship between attitude and perceived behaviour control towards entrepreneurship intention and a full mediation on self-efficacy. The findings will help the policymakers or the higher education institutes in developing a suitable policy and program in promoting entrepreneurship to the university graduates at the national level.

This study focuses on "ibasho" in Japan in the sense of free spaces for people with a history of hikikomori (social withdrawal) who have trouble in finding employment. The paper reviews previous literature on "ibasho," and attempts to clarify the role that "ibasho" are expected to play in supporting these people. As a result of the analysis, six functions of "ibasho" were extracted. Specifically, (1) shelter and asylum, (2) interpersonal relations, (3) "ibasho" as a safe and secure place, (4) bridge to social independence, (5) resistance to dominant values, and (6) dilemmas with "ibasho." In conclusion, we noted that "ibasho" is a concept that has immense possibilities in practice, although it needs to be refined before it can be used as an academic concept as it is.